Increasing the Number Sense Understanding of Preschool Students With ASD

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2021-04-25 DOI:10.1177/02711214211006190

Bonnie L. Ingelin, S. Intepe-Tingir, Nanette C. Hammons

引用次数: 4

Abstract

Teaching children with autism spectrum disorder (ASD) academic skills supports their future opportunities. For example, early number sense skills are predictive of future mathematical success for all children including children with ASD. Yet, research on foundational early childhood mathematics skills of children with ASD is limited. This study used an adapted version of Number Talks to increase the number sense skills of preschool children with ASD. Number Talks is a constructivist approach that was combined with systematic instruction (i.e., system of least prompts and modeling) in this study. A multiple probe across participants design established a functional relation between using an adapted version of Number Talks and the early number sense skills of preschool children with ASD. Findings suggest using an adapted version of Number Talks can increase the early number sense skills of preschool children with ASD. Implications for practice and future research are discussed.

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提高学龄前自闭症儿童对数字感的理解

教授自闭症谱系障碍（ASD）儿童的学习技能有助于他们未来的机会。例如，早期的数字感知技能可以预测所有儿童（包括自闭症谱系障碍儿童）未来的数学成功。然而，对自闭症谱系障碍儿童早期数学基础技能的研究却很有限。这项研究使用了数字对话的改编版本来提高患有自闭症的学龄前儿童的数字感知技能。数字对话是一种建构主义方法，在本研究中与系统教学（即最少提示和建模系统）相结合。跨参与者的多探针设计在使用数字对话的改编版本和患有自闭症的学龄前儿童的早期数字感觉技能之间建立了功能关系。研究结果表明，使用数字对话的改编版本可以提高自闭症学龄前儿童的早期数字感知技能。讨论了对实践和未来研究的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.