عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL52675
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
Using Point of View Video Modeling to Teach Math to Students with Autism Spectrum Disorder in Saudi Arabia
نام عام مواد
[Thesis]
نام نخستين پديدآور
Hamdi, Hamad Ali
نام ساير پديدآوران
Lovelace, Temple S.
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
Duquesne University
تاریخ نشرو بخش و غیره
2020
يادداشت کلی
متن يادداشت
162 p.
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ph.D.
کسي که مدرک را اعطا کرده
Duquesne University
امتياز متن
2020
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
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.
اصطلاحهای موضوعی کنترل نشده
اصطلاح موضوعی
Mathematics education
اصطلاح موضوعی
Middle Eastern studies
اصطلاح موضوعی
Special education
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Hamdi, Hamad Ali
نام شخص - ( مسئولیت معنوی درجه دوم )
مستند نام اشخاص تاييد نشده
Lovelace, Temple S.
شناسه افزوده (تنالگان)
مستند نام تنالگان تاييد نشده
Duquesne University
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
