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ERIC Number: EJ915099
Record Type: Journal
Publication Date: 2011-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-2154-1647
Teaching Number Identification to Students with Severe Disabilities Using Response Cards
Skibo, Holly; Mims, Pamela; Spooner, Fred
Education and Training in Autism and Developmental Disabilities, v46 n1 p124-133 Mar 2011
Active student responding (ASR) has been shown to be an effective way to improve the mathematical skills of students. One specific method of ASR is the use of response cards. In this study, a system of least prompts combined with response cards was used to increase mathematical knowledge, and number identification, of three elementary students with significant disabilities (age range, 7-10 years, IQ range, greater than 20-44) via a multiple probe design across participants. A functional relationship was demonstrated between student responding (increased number identification) and the implementation of the least to most prompting system. Maintenance checks, after the intervention was concluded, demonstrated that the skill level was sustained. Limitations and future research are discussed. (Contains 1 table and 1 figure.)
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A