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Thursday, May 7, 2009
Northwest Hall (Chicago Hilton)
2:30 PM
Background: Children with HFA/AS are outperformed by their neurotypical peers on mathematical problem solving skills even though they have average-to-above-average intelligence (Dickerson Mayes & Calhoun, 2003b), have average-to-above-average computation skills (Chiang & Lin, 2007), and are educated in the general education setting (Twenty Sixth Annual Report to Congress, 2004). In order to graduate with a regular diploma, all students must take and pass three high school mathematics courses including algebra I. Students with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills.
Objectives: Determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger syndrome.
Methods: The subjects were referred by local teachers who serve students with autism spectrum disorders. The subjects’ diagnosis of ASD was confirmed by a review of records and the completion of the ADI-R. Academic achievement subtest scores for reading comprehension and mathematical computation were completed to identify the current level of functioning. The Mathematical Problem Solving Assessment- Short Form was administered to determine the need for word problem solving intervention. The subjects were then taught mathematical word problem solving using the Solve It! curriculum during non-content course time at their schools. Generalization data was collected in the subject’s regular education mathematics classroom. Sessions were videotaped, work samples were scored, and then graphed using a multiple baseline format. Three weeks after the completion of the study, maintenance data was collected. If subjects did not maintain a high use of the strategy, they were entered into the second study to determine if a IPOD video prime or written prime served best to increase word problem solving.
Results: The results of the study indicate a functional relationship between the use of the Solve It! strategy and the percent correct on curriculum based mathematical word problems. The subjects obtained efficient use of strategy use in five training sessions and applied the strategy successfully for five acquisition sessions. Percent correct on mathematical word problems ranged from 20% during baseline to 100% during training and acquisition trials. Error analysis indicated reading comprehension interference and probable executive functioning interference. Students who did not maintain strategy use quickly returned to intervention using a video prime.
Conclusions: Findings of this study show the utility of a modified learning strategy to increase mathematical word problem solving for students with high functioning autism and Asperger syndrome. Results suggest that priming is a viable intervention if students with autism do not maintain or generalize strategy use.
Objectives: Determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger syndrome.
Methods: The subjects were referred by local teachers who serve students with autism spectrum disorders. The subjects’ diagnosis of ASD was confirmed by a review of records and the completion of the ADI-R. Academic achievement subtest scores for reading comprehension and mathematical computation were completed to identify the current level of functioning. The Mathematical Problem Solving Assessment- Short Form was administered to determine the need for word problem solving intervention. The subjects were then taught mathematical word problem solving using the Solve It! curriculum during non-content course time at their schools. Generalization data was collected in the subject’s regular education mathematics classroom. Sessions were videotaped, work samples were scored, and then graphed using a multiple baseline format. Three weeks after the completion of the study, maintenance data was collected. If subjects did not maintain a high use of the strategy, they were entered into the second study to determine if a IPOD video prime or written prime served best to increase word problem solving.
Results: The results of the study indicate a functional relationship between the use of the Solve It! strategy and the percent correct on curriculum based mathematical word problems. The subjects obtained efficient use of strategy use in five training sessions and applied the strategy successfully for five acquisition sessions. Percent correct on mathematical word problems ranged from 20% during baseline to 100% during training and acquisition trials. Error analysis indicated reading comprehension interference and probable executive functioning interference. Students who did not maintain strategy use quickly returned to intervention using a video prime.
Conclusions: Findings of this study show the utility of a modified learning strategy to increase mathematical word problem solving for students with high functioning autism and Asperger syndrome. Results suggest that priming is a viable intervention if students with autism do not maintain or generalize strategy use.