Visual Representations and Verbal Schemas: A Case Study of One Student with High-Functioning Autism

Autor/inn/en	Buncher, Amanda; Hord, Casey; Weaver, Kitiara; Gamel, Zachary
Titel	Visual Representations and Verbal Schemas: A Case Study of One Student with High-Functioning Autism
Quelle	In: Journal of Research in Special Educational Needs, 19 (2019) 2, S.79-91 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12426
Schlagwörter	Verbal Communication; Case Studies; Schemata (Cognition); Mathematics Instruction; Teaching Methods; Grade 6; Autism; Pervasive Developmental Disorders; Intervention; Visual Aids; Visual Stimuli; Cognitive Processes; Males; Tutors; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Cognition; Schema; Kognition; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Autismus; Anschauungsmaterial; Cognitive process; Kognitiver Prozess; Male; Männliches Geschlecht; Förderlehrer; Lehrender; Tutor; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The researchers conducted an exploratory, qualitative case study to describe a combination of mathematics teaching strategies for a sixth-grade student with high-functioning autism spectrum disorder as he engaged with sixth-grade level mathematics. The interventions utilised in this study combined the use of visual representations with a variation in schema-based strategy instruction in which the schemas were presented verbally rather than visually. Doug tended to benefit from visual representations (e.g., gestures, manipulatives and mathematical notation on paper), and he was also quick to engage in mathematical conversations: yet, he often needed some support during these conversations to organise his thinking processes. The tutor was often able to supplement her conversations with Doug about mathematics with visual representations while using verbal schemas to help Doug productively structure his thinking processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01