Enhancing inconsistent language problem-solving in an autistic student through a modified schema-based instruction
Author:
Affiliation:
1. Departamento Matemáticas, Estadística y Computación, Facultad de Ciencias, Universidad de Cantabria, Santander, Spain
2. UIDEF, Instituto de Educação, Universidade de Lisboa, Lisboa, Portugal
Funder
Fundação para a Ciencia e a Tecnologia
Ministerio de Economía y Competitividad
Unidade de Investigação e Desenvolvimento em Educação e Formação, Instituto de Educação, Universidade de Lisboa
Gobierno de Cantabria (Spain): ayudas para contratos predoctorales Concepción Arenal
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/03004279.2024.2319841
Reference65 articles.
1. American Psychiatric Association (APA). 2013. Diagnostic and Statistical Manual of Mental Disorders, DSM-5. 5th ed. Arlington, VA: American Psychiatric Publishing.
2. Archer, A. L., and C. A. Hughes. 2011. Explicit Instruction. New York: Guilford Press.
3. Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers
4. Barthélèmy, C., J. Fuentes, P. Howlin, and R. van der Gaag. 2019. People with Autism Spectruym Disorder. Indentification, Understanding, Intervention. 3rd ed. Brussels: Autism-Europe.
5. Executive Functioning as a Predictor of Children's Mathematics Ability: Inhibition, Switching, and Working Memory
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