Yazar "Riccomini, Paul J." seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • [ X ]
    Öğe
    Effects of video modeling on addition word-problem performance of students with autism spectrum disorder
    (Taylor & Francis Ltd, 2022) Karal, Muhammed A.; Riccomini, Paul J.; Hughes, Elizabeth M.
    Many students with autism spectrum disorder (ASD) experience academic challenges and difficulties. These struggles are especially pronounced in mathematics with students with ASD performing significantly below than their peers without disabilities on measures of mathematical performance. The current study used a single case experimental design with concurrent multiple probe across students to investigate the effects of a point-of-view video modeling (POVM) intervention on accuracy of addition with regrouping word problems. The participants were three secondary grade level students with ASD. Findings showed that each student demonstrated considerable improvement during intervention over baseline levels, and subsequently sustaining their performance through the maintenance phase. Limitations, implications for practitioners and future research directions are presented.
  • [ X ]
    Öğe
    Meta-Analysis of Mathematics Interventions for Learners with Autism Spectrum Disorder
    (Council Exceptional Children, 2024) Karal, Muhammed A.; Riccomini, Paul J.
    Students with autism spectrum disorder (ASD) require effective academic interventions tailored to their distinctive learning characteristics. This is especially important in mathematics since approximately a quarter of learners with ASD have a mathematics learning disability. This meta-analysis examined the effectiveness of mathematics interventions for students with ASD by synthesizing and analyzing 33 studies that met inclusion criteria. The fi ndings indicate moderate to large Tau-U single-case effect sizes (ES = .91) for the interventions. Five distinct intervention approaches were identified: fi ed: multiple representations, video modeling, schema-based instruction, drill and practice, and multiple intervention components. Furthermore, these interventions were effective across various learner characteristics, mathematical performances, settings, and implementers. The implications for research and practice are discussed.