Using modified schema-based instruction to teach problem-solving to students with autism and language impairments: a single case design study
Author:
Affiliation:
1. Departamento de Matemáticas, Estadística y Computación, Facultad de Ciencias, Universidad de Cantabria, Santander, Spain
Funder
MCIN/AEI
Gobierno de Cantabria, Spain
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/20473869.2024.2369741
Reference20 articles.
1. Intensifying Language Supports in Word-Problem Schema Instruction
2. Understanding definitions of minimally verbal across instruments: evidence for subgroups within minimally verbal children and adolescents with autism spectrum disorder
3. The Acquisition of Addition and Subtraction Concepts in Grades One through Three
4. A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems
5. Dunn, L. L. M., L. M. Dunn, and D. Arribas. 2010. Peabody: Test de Vocabulario En Imágenes. PPVT-III (Peabody Picture Vocabulary Test. PPVT-III). Madrid: TEA Ediciones.
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