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Showing all 7 results
Peer reviewed
Direct linkJimenez, Bree A.; Staples, Kelli – Education and Training in Autism and Developmental Disabilities, 2015
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)…
Descriptors: Grade 4, Grade 5, Elementary School Students, Numeracy
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
Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan – Education and Training in Autism and Developmental Disabilities, 2013
There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…
Descriptors: Reading Comprehension, Language Skills, Autism, Pervasive Developmental Disorders
Dorminy, Kimberly Powers; Luscre, Deanna; Gast, David L. – Education and Training in Developmental Disabilities, 2009
A multiple baseline design across participants was used to evaluate the effectiveness of a file box system plus self-monitoring on the organizational skills of four fourth and fifth grade students with high functioning autism (HFA) and Asperger's Syndrome (AS). Instruction took place in general education classrooms and consisted of teaching…
Descriptors: Mainstreaming, Autism, Asperger Syndrome, Skill Development
Djuric-Zdravkovic, Aleksandra; Japundza-Milisavljevic, Mirjana; Macesic-Petrovic, Dragana – Education and Training in Autism and Developmental Disabilities, 2011
This paper is aimed at depicting the quality of functions of some of the aspects of attention in children with mild intellectual disabilities and their influence on the mastering of arithmetic operations, including addition and subtraction. The sample used in this study encompasses 60 pupils, both males and females. The criteria used in the…
Descriptors: Arithmetic, Addition, Subtraction, Mathematics Skills
Kretlow, Allison G.; Lo, Ya-yu; White, Richard B.; Jordan, LuAnn – Education and Training in Developmental Disabilities, 2008
This study examined the effects of teaching a test-taking strategy to 4 fourth- and fifth-grade students with mild mental disabilities on reading and math achievement. The intervention consisted of a direct and explicit instructional method using a mnemonic strategy. The participants' acquisition and application of the test-taking strategy on…
Descriptors: Test Wiseness, Academic Achievement, Test Coaching, Intervention
Huffman, Lisa F.; Fletcher, Kathryn, L.; Bray, Norman W.; Grupe, Lisa A. – Education and Training in Developmental Disabilities, 2004
This microgenetic study investigated similarities and differences in use and discovery of addition strategies in children with and without mild mental retardation across 24 sessions. Nine children with mild mental retardation in third through fifth grade classrooms and 14 children without mental retardation in kindergarten classrooms were tested…
Descriptors: Grade 5, Mild Mental Retardation, Arithmetic, Mathematics Skills
