Increasing the Number Sense Understanding of Preschool Students with ASD

Autor/inn/en	Ingelin, Bonnie L.; Intepe-Tingir, Seyma; Hammons, Nanette C.
Titel	Increasing the Number Sense Understanding of Preschool Students with ASD
Quelle	In: Topics in Early Childhood Special Education, 43 (2023) 2, S.116-128 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ingelin, Bonnie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/02711214211006190
Schlagwörter	Preschool Children; Autism Spectrum Disorders; Numeracy; Mathematics Skills; Interpersonal Communication; Mathematics Instruction; Skill Development; Learning Activities; Preschool Education; Inclusion; Intervention; Program Effectiveness; Prompting + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autism; Autismus; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Interpersonale Kommunikation; Mathematics lessons; Mathematikunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Lernaktivität; Inklusion; Benutzerführung
Abstract	Teaching children with autism spectrum disorder (ASD) academic skills supports their future opportunities. For example, early number sense skills are predictive of future mathematical success for all children including children with ASD. Yet, research on foundational early childhood mathematics skills of children with ASD is limited. This study used an adapted version of Number Talks to increase the number sense skills of preschool children with ASD. Number Talks is a constructivist approach that was combined with systematic instruction (i.e., system of least prompts and modeling) in this study. A multiple probe across participants design established a functional relation between using an adapted version of Number Talks and the early number sense skills of preschool children with ASD. Findings suggest using an adapted version of Number Talks can increase the early number sense skills of preschool children with ASD. Implications for practice and future research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01