etadd_47(3) - Division on Autism and Developmental Disabilities

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abilities. Education and Training in Developmental Disabilities, 43, 266–274. Jitendra, A. K., & Xin, Y. P. (1997). Mathematical word-problem-solving instruction for students with mild disabilities and students at risk for math failure: A research synthesis. The Journal of Special Education, 30, 412–438. Kroesbergen, E. H., & Van Luit, J. E. H. (2003). Mathematics interventions for children with special educational needs: A meta-analysis. Remedial and Special Education, 24(2), 97–114. Kroesbergen, E. H., & Van Luit, J. E. H. (2005). Constructivist mathematics education for students with mild mental retardation. European Journal of Special Needs Education, 20, 107–116. LeapFrog© (2008). Personal learning tools. Retrieved from http://www.leapfrog.com/en/pages/ support/top_product_list/fly_fusion.html Lesh, R., Post, T., & Behr, M. (1988). Proportional reasoning. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in the middle grades (pp. 93– 118). 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National Mathematics Advisory Panel. (2008). The final report of the national mathematics advisory panel. Retrieved June 10, 2008, from http://www.ed. gov/about/bdscomm/list/mathpanel/index.html *Neef, N. A., Nelles, D. E., Iwata, B. A., & Page, T. J. (2003). Analysis of precurrent skills in solving mathematics story problems. Journal of Applied Behavior Analysis, 36, 21–33. No Child Left Behind Act of 2001, Pub. L. No. 107–110, 115 Stat. 1425 (2002). Ostad, S. A., (1998). Developmental differences in solving simple arithmetic word problems and simple number-fact problems: A comparison of mathematically normal and mathematically disabled children. Mathematical Cognition, 4, 1–19. Parmar, R. S., Cawley, J. F., & Miller, J. H. (1994). Differences in mathematics performance between students with learning disabilities and students with mental retardation. Exceptional Children, 60, 549–564. Patton, J. R., Cronin, M. E., Bassett, D. S., & Koppel, A. E. (1997). 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Using simultaneous prompting procedure to promote recall of multiplication facts by middle school students with cognitive impairment. Education and Training in Developmental Disabilities, 44, 80–90. *Rao, S., & Kane, M. T. (2009). Teaching students with cognitive impairment chained mathematical task of decimal subtraction using simultaneous prompting. Education and Training in Developmental Disabilities, 44, 244–256. Reardon, S. F., Arshan, N., Atteberry, A., & Kurlaender, M. (2010). Effects of failing a high school exit exam on course taking, achievement, persistence, and graduation. Educational Evaluation and Policy Analysis. 32, 498–520. Sabornie, E. J., Evans, C., & Cullinan, D. (2006). Comparing characteristics of high-incidence disability groups: A descriptive review. Remedial and Special Education, 27(2), 95–104. Sandieson, R. (1998). A survey on terminology that refers to people with mental retardation/developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 33, 290–295. *Sante, A. D., McLaughlin, T. F., & Weber, K. P. (2001). The use and evaluation of a direct instruction flash card strategy on multiplication math facts mastery with two students with developmental disabilities and attention deficit hyperactivity disorder. Journal of Precision Teaching and Celeration, 17(2), 68–75. Mathematics and Students with MID / 399
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Education and Training in Autism an
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ities. Scholars have argued that do
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discussions were held with 12 addit
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TABLE 1 A Sample of Community Funds
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et al., 2007). At the school, stude
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students opportunities to work and
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Browder, D. M., & Cooper-Duffy, K.
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of words, and in the short term wer
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TABLE 3 Word Lists List No. Trainin
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TABLE 6 Pairwise Comparisons on Pos
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Word Identification or Word Attack
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erate to severe disabilities. Excep
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ess in a variety of subjects includ
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TABLE 1 Target Vocabulary Words by
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Figure 1. Example of PowerPoint Sli
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TABLE 3 Mean Percentage of Correct
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Figure 4. Jake’s percentages corr
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man-Martin et al. (2005) by demonst
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used in the study that did not foll
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lected. Stories were read in a quie
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y determining the number of interva
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with the removal of the interventio
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Accordingly, recent research has in
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Method Participants Four male child
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TABLE 2 Play Scale - Developmental
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elated utterances, which were used
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Figure 1. Ian’s Progress in Play
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Figure 3. Ryan’s Progress in Play
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Figure 5. Social Validity: Average
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(2000). A comparison of video model
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Method Participants Four high schoo
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TABLE 1 Task Analyses for all Tasks
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Figure 1. Holly multiple baseline g
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Figure 3. Norman multiple baseline
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ing at photographs. Jake only requi
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tion, some aspects of the target be
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table video aids may lead to greate
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TABLE 2 Task Analyses Including Vid
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table.” During the session, the t
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Figure 2. Percent of steps with err
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ter the 15 th session. With table w
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our students, it may have been diff
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Page 97 and 98: TABLE 2 Participants Demographic Da
Page 99 and 100: opening of the lesson, the teacher
Page 101 and 102: TABLE 4 Total Number of Items Answe
Page 103 and 104: Figure 2. Total number of procedura
Page 105 and 106: serve both cognitive (e.g., self in
Page 107 and 108: and quasi-experimental designs for
Page 109 and 110: Education and Training in Autism an
Page 111 and 112: & Cobb, 2002). Generalization, the
Page 113 and 114: academic activities in the classroo
Page 115 and 116: Procedure Baseline. In this multipl
Page 117 and 118: condition for each student. With th
Page 119 and 120: was repeated across all participant
Page 121 and 122: Boning, R. A. (1997). SRA Specific
Page 125 and 126: TABLE 1 Student demographic informa
Page 127 and 128: ping, dining out, voting) and diffe
Page 129 and 130: TABLE 2 Content Standards, Alternat
Page 131 and 132: Student Achievement Figures 3-6 pro
Page 133 and 134: Figure 4. Student data across math
Page 135 and 136: Figure 6. Student data across math
Page 137 and 138: A second limitation of the current
Page 141 and 142: y students with intellectual disabi
Page 143 and 144: TABLE 1 Studies of Mathematics Inte
Page 145 and 146: subject design to provide an interv
Page 147: Neef and colleagues (2003) demonstr
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