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عنوان
Using Point of View Video Modeling to Teach Math to Students with Autism Spectrum Disorder in Saudi Arabia

پدید آورنده
Hamdi, Hamad Ali

موضوع
Mathematics education,Middle Eastern studies,Special education

رده

کتابخانه
Center and Library of Islamic Studies in European Languages

محل استقرار
استان: Qom ـ شهر: Qom

Center and Library of Islamic Studies in European Languages

تماس با کتابخانه : 32910706-025

NATIONAL BIBLIOGRAPHY NUMBER

Number
TL52675

LANGUAGE OF THE ITEM

.Language of Text, Soundtrack etc
انگلیسی

TITLE AND STATEMENT OF RESPONSIBILITY

Title Proper
Using Point of View Video Modeling to Teach Math to Students with Autism Spectrum Disorder in Saudi Arabia
General Material Designation
[Thesis]
First Statement of Responsibility
Hamdi, Hamad Ali
Subsequent Statement of Responsibility
Lovelace, Temple S.

.PUBLICATION, DISTRIBUTION, ETC

Name of Publisher, Distributor, etc.
Duquesne University
Date of Publication, Distribution, etc.
2020

GENERAL NOTES

Text of Note
162 p.

DISSERTATION (THESIS) NOTE

Dissertation or thesis details and type of degree
Ph.D.
Body granting the degree
Duquesne University
Text preceding or following the note
2020

SUMMARY OR ABSTRACT

Text of Note
The utilization of academic skills plays a significant role in an individual's function in society. For countries who are still developing an effective base of evidence-based practices, such as Saudi Arabia, single-subject research can be a powerful tool in discovering best practices for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effectiveness of point-of-view video modeling (POVM) in improving the math skills (addition with regrouping) of elementary participants with ASD. A multiple baseline across participants design was used to examine the effectiveness of the intervention on each participant's ability to solve two-digit by two-digit and one-digit by one-digit addition with regrouping problems, their ability to successfully access the video on an iPad, and their ability to generalize a learned skill to a new skill (three-digit by two-digit or two-digit by two-digit). Results demonstrated the effectiveness of POVM on improving all participants' solving addition performance across all problem types. Effect size measures revealed a strong effect for each participant between the baseline and intervention. A significant difference was found in the increase of digits correct per minute and steps completed between the baseline and intervention phases for each participant. Generalization of solving addition problem performance to untrained math skills (three-digit by two-digit and two-digit by two-digit) was evident for each participant and resulted in a strong effect size measure. All participants maintained their ability to solve addition with regrouping problems and using all required steps for regrouping to solve each problem. Overall, evidence supported that participants with ASD can independently engage in addition with regrouping problems following the intervention. Future researchers can replicate this study for examining different math skills or other content that impact the academic performance of participants with ASD.

UNCONTROLLED SUBJECT TERMS

Subject Term
Mathematics education
Subject Term
Middle Eastern studies
Subject Term
Special education

PERSONAL NAME - PRIMARY RESPONSIBILITY

Hamdi, Hamad Ali

PERSONAL NAME - SECONDARY RESPONSIBILITY

Lovelace, Temple S.

CORPORATE BODY NAME - SECONDARY RESPONSIBILITY

Duquesne University

ELECTRONIC LOCATION AND ACCESS

Electronic name
 مطالعه متن کتاب 

p

[Thesis]
276903

a
Y

Proposal/Bug Report

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