{"title":"Teaching students with autism to solve mathematical story problems: A replication and extension","authors":"Liming Zhou, Xin Wang, Lei Wang, Xiaoyi Hu","doi":"10.1002/bin.2045","DOIUrl":null,"url":null,"abstract":"<p>Solving mathematical story problems has proven to be a challenge for primary school students with and without developmental disabilities. The present study replicates a behavior analytic study (Neef et al.) by teaching three autistic Chinese students in inclusive education classes to solve addition/subtraction story problems by acquiring an overt precurrent behavior chain. The intervention was effective for all participants by employing a multiple baseline design across behaviors. Additionally, the study extends Neef et al. by conducting maintenance, generalization, and social validity assessments, and expands the teaching format to distance learning (telehealth). The results and limitations are discussed based on Skinner's conceptualization of problem-solving and its clinical application in teaching complex mathematical skills to students with developmental disabilities.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Behavioral Interventions","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/bin.2045","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}
引用次数: 0
Abstract
Solving mathematical story problems has proven to be a challenge for primary school students with and without developmental disabilities. The present study replicates a behavior analytic study (Neef et al.) by teaching three autistic Chinese students in inclusive education classes to solve addition/subtraction story problems by acquiring an overt precurrent behavior chain. The intervention was effective for all participants by employing a multiple baseline design across behaviors. Additionally, the study extends Neef et al. by conducting maintenance, generalization, and social validity assessments, and expands the teaching format to distance learning (telehealth). The results and limitations are discussed based on Skinner's conceptualization of problem-solving and its clinical application in teaching complex mathematical skills to students with developmental disabilities.
期刊介绍：
Behavioral Interventions aims to report research and practice involving the utilization of behavioral techniques in the treatment, education, assessment and training of students, clients or patients, as well as training techniques used with staff. Behavioral Interventions publishes: (1) research articles, (2) brief reports (a short report of an innovative technique or intervention that may be less rigorous than a research report), (3) topical literature reviews and discussion articles, (4) book reviews.
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