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Investigating the relationship between learning channel sets during the mathematical practice of autistic students.

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Title: Investigating the relationship between learning channel sets during the mathematical practice of autistic students.
Authors: Vostanis, Athanasios thanos.vostanis@outlook.com, Padden, Ciara, Langdon, Peter E.
Source: British Journal of Special Education. Sep2022, Vol. 49 Issue 3, p375-398. 24p. 1 Diagram, 3 Charts, 3 Graphs.
Subject Terms: *Special education, *Precision teaching, *Teaching, *Mathematics education, *Autistic children, *School children, *Elementary education
Abstract: Learning channels refer to the way students receive instruction and respond to it. We examined the relationship between See‐Say and See‐Write learning channel sets during the mathematical practice of four male autistic students, aged 8 to 14 years. Participants received practice in the ×7 and ×8 tables across both channel sets. Lessons included untimed practice, timed practice, graphing and goal‐setting. A multiple treatments design, embedded in a multiple baseline across participants design, was used. When practice on a set was completed, an assessment of endurance, stability, application, generalisation to the other set and maintenance was conducted. Practice led to improvements that were maintained. Participants achieved learning rates above 30% per week, which is a minimum expectation in Precision Teaching. Practice on one set affected performance on the other, and the order of practice was an important variable. The See‐Say channel set led to better generalisation outcomes while performance was stronger on the See‐Write. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Special Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Investigating the relationship between learning channel sets during the mathematical practice of autistic students.
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  Data: <searchLink fieldCode="AR" term="%22Vostanis%2C+Athanasios%22">Vostanis, Athanasios</searchLink><i> thanos.vostanis@outlook.com</i><br /><searchLink fieldCode="AR" term="%22Padden%2C+Ciara%22">Padden, Ciara</searchLink><br /><searchLink fieldCode="AR" term="%22Langdon%2C+Peter+E%2E%22">Langdon, Peter E.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Special+Education%22">British Journal of Special Education</searchLink>. Sep2022, Vol. 49 Issue 3, p375-398. 24p. 1 Diagram, 3 Charts, 3 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Precision+teaching%22">Precision teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Autistic+children%22">Autistic children</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink>
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  Data: Learning channels refer to the way students receive instruction and respond to it. We examined the relationship between See‐Say and See‐Write learning channel sets during the mathematical practice of four male autistic students, aged 8 to 14 years. Participants received practice in the ×7 and ×8 tables across both channel sets. Lessons included untimed practice, timed practice, graphing and goal‐setting. A multiple treatments design, embedded in a multiple baseline across participants design, was used. When practice on a set was completed, an assessment of endurance, stability, application, generalisation to the other set and maintenance was conducted. Practice led to improvements that were maintained. Participants achieved learning rates above 30% per week, which is a minimum expectation in Precision Teaching. Practice on one set affected performance on the other, and the order of practice was an important variable. The See‐Say channel set led to better generalisation outcomes while performance was stronger on the See‐Write. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of British Journal of Special Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/1467-8578.12408
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        Text: English
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      – SubjectFull: Teaching
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              M: 09
              Text: Sep2022
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