Teaching algebra with a functional application to students with moderate intellectual disability

Suzannah M. Chapman, Melinda Jones Ault, Amy D. Spriggs, Brian A. Bottge, Sally B. Shepley

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

A multiple probe across participants design was used to examine the effectiveness of a treatment package to teach students with moderate intellectual disability how to solve simple linear equations. The investigator read realistic scenarios of a problem, used actual items as manipulatives, presented a visual aid of the equation, and used a system of least prompts procedure to teach the students to solve the problems. The results revealed the treatment package was effective in teaching students with moderate intellectual disabilities to solve linear equations. Participants generalized the ability to solve algebraic equations to problems in the natural environment.

Original languageEnglish
Pages (from-to)161-174
Number of pages14
JournalEducation and Training in Autism and Developmental Disabilities
Volume54
Issue number2
StatePublished - 2019

Bibliographical note

Publisher Copyright:
© Division on Autism and Developmental Disabilities.

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint

Dive into the research topics of 'Teaching algebra with a functional application to students with moderate intellectual disability'. Together they form a unique fingerprint.

Cite this