2019
DOI: 10.1177/0741932519873121
|View full text |Cite
|
Sign up to set email alerts
|

Building the Early Number Sense of Kindergarteners With Autism: A Replication Study

Abstract: This study reports findings of a systematic replication and as such sought to evaluate effects of an early numeracy curriculum on early number sense attainment for Kindergarten students with autism. Through daily 15-min story-based math lessons with embedded systematic instruction delivered by their classroom teacher, participants learned to compare sets, identify and work with patterns, and use standard and nonstandard measurement, and calendar skills. Results indicate a functional relation between the interv… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
3

Citation Types

1
2
0

Year Published

2020
2020
2024
2024

Publication Types

Select...
5

Relationship

0
5

Authors

Journals

citations
Cited by 10 publications
(3 citation statements)
references
References 27 publications
1
2
0
Order By: Relevance
“…This clinically significant change, observed in all three participants, was shown to be a direct result of the conversations involved in Number Talks with the added adaptions of ensuring all children answer, providing the SLP, utilizing visuals, and modeling of the mathematical language. The use of SLP, visuals, and modeling to support the ENS learning of children with ASD is consistent with previous research (Jimenez & Kemmery, 2013;Root et al, 2019) and shows the effectiveness of these strategies paired with a socially constructed learning opportunity with preschool children. This study is an example of how materials created for the general population can be implemented with adaptations to successfully affect the learning outcomes of children with disabilities.…”
Section: Discussionsupporting
confidence: 88%
“…This clinically significant change, observed in all three participants, was shown to be a direct result of the conversations involved in Number Talks with the added adaptions of ensuring all children answer, providing the SLP, utilizing visuals, and modeling of the mathematical language. The use of SLP, visuals, and modeling to support the ENS learning of children with ASD is consistent with previous research (Jimenez & Kemmery, 2013;Root et al, 2019) and shows the effectiveness of these strategies paired with a socially constructed learning opportunity with preschool children. This study is an example of how materials created for the general population can be implemented with adaptations to successfully affect the learning outcomes of children with disabilities.…”
Section: Discussionsupporting
confidence: 88%
“…Even fewer studies examine early numeracy skills for students with ASD, focusing almost solely on intervention, and do not use CBM (Jimenez & Besaw, 2020;Root et al, 2019). These are foundational areas for academic skill development but research regarding use of CBM in these areas for students with ASD is limited.…”
Section: Discussionmentioning
confidence: 99%
“…Studies that examine the development of early literacy skills largely suggest that although some autistic students may perform in the range expected for their chronological age, they also exhibit great variation in their early literacy skills such as phonological awareness and alphabet knowledge (e.g., Westerveld, et al, 2017). Even fewer studies examine early numeracy skills for students with ASD, focusing almost solely on intervention, and do not use CBM (Jimenez & Besaw, 2020; Root et al, 2019). These are foundational areas for academic skill development but research regarding use of CBM in these areas for students with ASD is limited.…”
Section: Discussionmentioning
confidence: 99%