基于视频的干预措施在向自闭症谱系障碍学生教授分数问题解决方法中的应用
Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder.
作者信息
Yakubova Gulnoza, Hughes Elizabeth M, Hornberger Erin
机构信息
Department of Counseling, Psychology and Special Education, Duquesne University, G9-C Canevin Hall, 600 Forbes Avenue, Pittsburgh, PA, 15282, USA,
出版信息
J Autism Dev Disord. 2015 Sep;45(9):2865-75. doi: 10.1007/s10803-015-2449-y.
The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach mathematics problem-solving when working on word problems involving subtracting mixed fractions with uncommon denominators. Using a multiple-probe across students design of single-case methodology, three high school students with ASD completed the study. All three students demonstrated greater accuracy in solving fraction word problems and maintained accuracy levels at a 1-week follow-up.
本研究的目的是确定一种视角视频建模干预措施在教授涉及减去异分母带分数的文字问题时解决数学问题的有效性。采用单案例方法的跨学生多探针设计，三名患有自闭症谱系障碍的高中生完成了该研究。所有三名学生在解决分数文字问题时都表现出更高的准确性，并在为期1周的随访中保持了准确性水平。
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