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Direct linkAspiranti, Kathleen B.; Hilton-Prillhart, Angela; Dula, Mark E.; Ebner, Sara – Education and Training in Autism and Developmental Disabilities, 2023
Automaticity, defined as accurate and effortless word recognition, impacts a student's ability to read fluently. Although there is evidence that teaching students to read sight words in isolation can increase automaticity, few studies have examined the effects of interventions designed to teach students to read sight phrases. In this study, a…
Descriptors: Reading Skills, Reading Instruction, Grade 2, Elementary School Students
Katz, Sarah; More, Cori; Baker, Joshua N. – Education and Training in Autism and Developmental Disabilities, 2022
The ability to communicate is the most fundamental educational outcome leading to academic success (Kearns et al., 2015). This is no different for students with disabilities. Students with autism spectrum disorders (ASD), however, demonstrate difficulty with spontaneous communication and use of functional language throughout a variety of settings…
Descriptors: Students with Disabilities, Prompting, Interpersonal Communication, Autism
Long, Holly M.; Bouck, Emily C.; Jakubow, Larissa – Education and Training in Autism and Developmental Disabilities, 2023
The virtual-representational-abstract (VRA) instructional sequence presents as a viable mathematics intervention for students with disabilities, including students with autism spectrum disorder (ASD). Yet, to date, all research has been conducted face-to-face with students. However, virtual manipulatives provide an opportunity for educators to…
Descriptors: Autism Spectrum Disorders, Mathematics Instruction, Subtraction, Educational Technology
Jimenez, Bree A.; Besaw, Jessica – Education and Training in Autism and Developmental Disabilities, 2020
Instructional technology is growing at rapid rates. In the field of mathematics, virtual manipulatives are a research-based tool that has shown to have a positive impact on students' mathematic achievement, as well as student engagement in learning. In an effort to extend the research, this study investigated the impact of virtual manipulatives,…
Descriptors: Computer Simulation, Manipulative Materials, Numeracy, Students with Disabilities
Bassette, Laura; Bouck, Emily; Shurr, Jordan; Park, Jiyoon; Cremeans, McKenzie – Education and Training in Autism and Developmental Disabilities, 2019
Elementary students with autism spectrum disorders (ASD) who struggle with mathematics may be limited in opportunities to pursue advanced mathematics potentially impacting post-school outcomes, including postsecondary education and employment opportunities. Interventions that provide visual instruction, such as manipulatives, along with systematic…
Descriptors: Autism, Pervasive Developmental Disorders, Elementary School Students, Mathematics Instruction
Yakubova, Gulnoza; Bouck, Emily C. – Education and Training in Autism and Developmental Disabilities, 2014
Calculators are widely used in mathematics education, yet limited research examines the effects of calculators for students with mild intellectual disability. An alternating treatments design was used to study the effects of calculator types (i.e., scientific and graphing) on the mathematical performance (i.e., computation and word problems) of…
Descriptors: Mild Mental Retardation, Calculators, Educational Technology, Grade 5
Spencer, Vicky G.; Evmenova, Anya S.; Boon, Richard T.; Hayes-Harris, Laura – Education and Training in Autism and Developmental Disabilities, 2014
The purpose of this article is to provide a comprehensive review of the published research-based strategies used in content area instruction for students with autism spectrum disorders (ASD). Twenty-eight (N = 28) studies published from 2000-2012 that met the criteria for inclusion were located, reviewed, and synthesized. Findings revealed the…
Descriptors: Intervention, Pervasive Developmental Disorders, Autism, Teaching Methods
