Access to the Common Core State Standards in Mathematics through Early Numeracy Skill Building for Students with Significant Intellectual Disability

Autor/inn/en	Jimenez, Bree A.; Staples, Kelli
Titel	Access to the Common Core State Standards in Mathematics through Early Numeracy Skill Building for Students with Significant Intellectual Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 50 (2015) 1, S.17-30 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Grade 4; Grade 5; Elementary School Students; Numeracy; Mathematics Instruction; State Standards; Academic Standards; Mathematics Skills; Mental Retardation; Correlation; Prompting; Feedback (Response); Manipulative Materials; Visual Aids; Instructional Effectiveness; Moderate Mental Retardation; Hearing Impairments; North Carolina + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Geistige Behinderung; Korrelation; Benutzerführung; Hilfsmittel; Anschauungsmaterial; Unterrichtserfolg; Hearing impairment; Hörbehinderung
Abstract	This study investigated the effect of systematic early numeracy skill instruction on grade-aligned 4th and 5th grade Common Core math skill acquisition for three 4th and 5th grade students with a significant intellectual disability. Students were taught early numeracy skills (e.g., number identification, making sets to five items, simple addition) using theme based lessons, systematic prompting and feedback, manipulatives and graphic organizers. Four Common Core math standards were task-analyzed to identify the early numeracy skills needed to access the standard. A multiple probe across students design was used to examine the effects of the early numeracy instruction on the number of steps completed on each of the grade-aligned math standards task-analysis. Results indicated a functional relationship between the early numeracy skill instruction and students independent correct responses on grade-aligned math. Implications for practice and future research are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01