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 |
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| Language: | English |
| Authors: | Vostanis, Athanasios (ORCID |
| Source: | British Journal of Special Education. Sep 2022 49(3):375-398. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Autism Spectrum Disorders, Mathematics Education, Teaching Methods, Learning Processes, Males, Foreign Countries, Elementary School Students, Secondary School Students |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1111/1467-8578.12408 |
| ISSN: | 0952-3383 1467-8578 |
| 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. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.6084/m9.figshare.c.4849509.v1 |
| Entry Date: | 2022 |
| Accession Number: | EJ1349439 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 0952-3383 1467-8578 |
| DOI: | 10.1111/1467-8578.12408 |
