Building the Early Numeracy Skills of Students with Moderate Intellectual Disability
By Bree A. Jimenez, Megan A. Kemmery. Education and Training in Autism and Developmental Disabilities, 2013
47 citations recorded by the source corpus.
This study investigated the effects of an early numeracy intervention package on early numeracy skill attainment for participants with moderate intellectual disabilities, including autism. The intervention taught students to use nonstandard and standard measurement, counting skills, calendar skills, how to create sets, and how to identify and work with patterns. A single-subject design across three classrooms was employed to evaluate the intervention package. Specifically, three special education teachers used engaging story-based math lessons with embedded systematic instruction to promote the early math concept acquisition of five students with intellectual disability. Results found that all students showed a significant increase in early numeracy skill acquisition after receiving the intervention package. The study's contributions to research, limitations, need for future research, and implications for practice are discussed.
Subfields: Developmental and Educational Psychology, Safety Research, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/93500817e97b1da349f41f8563254fca8d6da369
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In Developmental and Educational Psychology
Citations in the corpus
- Math Interventions for Students With Autism Spectrum Disorder (2016, background): “Jimenez and Kemmery (2013) used a constant-time delay prompting early numeracy skills (e.g., number identification).”
- Mathematics Interventions for Individuals with Autism Spectrum Disorder: A Systematic Review (2016, unknown): “Six of these studies (excluding Collins et al. 2011; Jimenez and Kemmery 2013) lacked procedural integrity measures, and five (excluding Collins et al. 2011; Jimenez and Kemmery 2013; Rapp et al. 2012) did not measure generalization, maintenance, or social validity.”