Background: This article reports on an analysis of errors that were displayed by students who studied mathematics in Chemical Engineering in derivatives of mostly trigonometric functions. The poor performance of these students triggered this study. The researcher (lecturer) works in a mathematics support programme to enhance students'…

The purpose of this study was to evaluate the ability of four high school-aged students with a diagnosis of autism spectrum disorder and moderate intellectual disability to generalize performance of skills when using materials different from those presented through video models. An adapted alternating treatments design was used to evaluate student…

In this article we examine how secondary school students think about functional relationships. More specifically, we examined seven students' intuitive knowledge in regards to representing two real-world situations with functions. We found students do not tend to represent functional relationships with coordinate graphs even though they are able…

The purpose of this study was to describe how and why novice mathematics teachers incorporated technology-generated representations in their instruction. The participants in the study were graduates of a technology-rich mathematics teacher educator program. The teachers were interviewed at the beginning and end of the study concerning their…

This study investigated the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students and increased autonomy during science instruction for students with moderate intellectual disability. Three students with moderate intellectual disability were supported in not only accessing the general…

Many studies have shown that small-group direct instruction is effective and efficient for teaching students with and without disabilities, although relatively few studies have been conducted with heterogeneous groups of preschool participants. In addition, previous studies have primarily assessed whether observational learning occurred for…

This review examined the effectiveness of peer-mediated pivotal response treatment (PM-PRT) to increase social-communication skills for children with autism spectrum disorders (ASD). A systematic review was conducted of all published studies examining PM-PRT in school-aged children with ASD, based on an established rubric. Five PM-PRT studies…

This study evaluated whether core vocabulary intervention (CVT) improved single word speech accuracy, consistency and intelligibility in four 9-11-year-old children with profound sensori-neural deafness fitted with cochlear implants and/or digital hearing aids. Their speech was characterized by inconsistent production of different error forms for…

We investigated whether preschool children with specific language impairment (SLI) exhibit the shape bias in word learning: the bias to generalize based on shape rather than size, color, or texture in an object naming context ("This is a wek; find another wek") but not in a non-naming similarity classification context ("See this?…

A well-documented curricular gap exists in L2 pedagogy between the introductory courses, focusing mainly on language, and advanced courses, focusing mainly on literary content. Intermediate learners, despite their proficiency, generally have difficulty in bridging this gap, as it requires a shift from decoding to interpreting and analyzing texts.…

This study examined the effects of a multi-component intervention program (i.e., extended instruction and iPad app technology) on preschool children's vocabulary. Instruction utilizing the intervention program was provided across 6 storybooks, 4 verbs per book, for a total of 24 verbs. Dependent variables included expressive vocabulary,…

We study the identification and consistency of Bayesian semiparametric IRT-type models, where the uncertainty on the abilities' distribution is modeled using a prior distribution on the space of probability measures. We show that for the semiparametric Rasch Poisson counts model, simple restrictions ensure the identification of a general…

When relearning words, patients with semantic dementia (SD) exhibit a characteristic rigidity, including a failure to generalise names to untrained exemplars of trained concepts. This has been attributed to an over-reliance on the medial temporal region which captures information in sparse, non-overlapping and therefore rigid representations. The…

Three children with autism were taught abduction-prevention skills using behavioral skills training with in situ feedback. All children acquired the skills, which were maintained at a 1-month follow-up assessment. In addition, 1 of the children demonstrated the skills during a stimulus generalization probe in a community setting. (Contains 1…

Video-based instruction is technology-based instruction delivered through video clips in which a human model demonstrates target behaviors (Rayner, Denholm, & Sigafoos, 2009). It can be used to teach a variety of skills, including social communication and behavioral and functional skills (Cihak & Schrader, 2008). Despite the advantages,…