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Autor/inn/en | Tzohar-Rozen, Meirav; Kimhi, Yael; Cohen, Dalia |
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Titel | A Competency-Based Education Case Study: A Mathematics Intervention for a Five-Year-Old with Autism Spectrum Disorder (ASD) |
Quelle | In: Journal of the American Academy of Special Education Professionals, (2022), S.103-120 (18 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Autism Spectrum Disorders; Mathematics Instruction; Intervention; Students with Disabilities; Competency Based Education; Kindergarten; Student Needs; Kinesthetic Methods; Preschool Teachers; Mathematics Skills; Foreign Countries; Direct Instruction; Israel Autism; Autismus; Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren |
Abstract | Early mathematics achievement is a significant predictor of future math learning. Current research shows that teachers lack knowledge in teaching methods for children with autism spectrum disorder (ASD). Specifically, research focusing on teaching mathematics in ASD is limited. A competency-based education (CBE) mathematics intervention was developed for a five-year-old boy with ASD in a naturalistic setting in his kindergarten and conducted as a single case study. The intervention was developed according to the specific needs of ASD, utilizing direct, embedded, and kinesthetic instruction. It incorporated support and ongoing assessment for teaching the standards-based mathematics curriculum. Two aspects were analyzed in the study: a) the kindergarten teacher's process of intervention building and b) how this intervention advanced the student's mathematical skills. The clinical and theoretical implications regarding the importance of an intensive, structured mathematical intervention for young children with ASD are discussed. (As Provided). |
Anmerkungen | American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |