A Systematic Review of Evidence-Based Instruction for Developing Fraction Concepts of Autistic Students and Those with Intellectual and Developmental Disability
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引用次数: 0
Abstract
The purpose of this systematic review of literature was to synthesize research on instructional practices used to develop fraction concepts of autistic students and students with intellectual and developmental disability in elementary and secondary school grades. Fourteen articles, published between 2015 and 2023, met the inclusion criteria for this systematic review. Participants were represented from elementary through high school grades with the majority of them being in middle school grades. Majority of studies used either a type of video-based instruction or explicit instruction to teach fraction skills with both types of instruction resulting in effective learning outcomes among participants. The findings suggest the emerging evidence of effectiveness of instructional strategies to support the development of fraction concepts among students.
期刊介绍：
The Review Journal of Autism and Developmental Disorders publishes original articles that provide critical reviews of topics across the broad interdisciplinary research fields of autism spectrum disorders. Topics range from basic to applied and include but are not limited to genetics, neuroscience, diagnosis, applied behavior analysis, psychopharmacology, incidence, prevalence, etiology, differential diagnosis, treatment, measurement of treatment effects, education, perception and cognition. Topics across the life span are appropriate. In addition, given the high rates of comorbid conditions, the interface of sleep disorders, feeding problems, motor difficulties, ADHD, anxiety, depression and other disorders with autism spectrum disorders are appropriate. The Journal aims for an international audience as reflected in the editorial board.
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