The effect of an augmented input intervention on subtraction word-problem solving for children with intellectual disabilities: a preliminary study

dc.contributor.authorNaude, Tracy
dc.contributor.authorDada, Shakila
dc.contributor.authorBornman, Juan
dc.contributor.emailshakila.dada@up.ac.zaen_ZA
dc.date.accessioned2021-06-17T08:30:27Z
dc.date.issued2022
dc.description.abstractChildren with intellectual disabilities experience well-documented challenges in the development of problem-solving, particularly related to mathematical word-problem solving. Such challenges are related to both linguistic and conceptual skills. While interventions to assist children in developing conceptual skills are well reported, linguistic interventions within the mathematical field are limited. This study aimed to determine the effect of an augmented-input intervention, on subtraction word-problem solving for children with intellectual disabilities. A multiple baseline across behaviours design was used and replicated across the seven participants. Intervention was provided in three tiers (one week each) for change, combine, and compare subtraction word-problems. Intervention was withdrawn for a four week period and followed by a maintenance phase. Results suggested that for older participants with higher receptive language and numerical operation scores, the augmented-input intervention provided significant gains across all three types of word-problems. Overall, four of the seven participants showed improvement in subtraction word-problem solving. Augmented input may provide language supports for subtraction word-problem solving for some children with mild intellectual disability.en_ZA
dc.description.departmentCentre for Augmentative and Alternative Communication (CAAC)en_ZA
dc.description.embargo2022-05-05
dc.description.librarianhj2021en_ZA
dc.description.urihttp://www.tandfonline.com/loi/cijd20en_ZA
dc.identifier.citationTracy Naude, Shakila Dada & Juan Bornman (2022) The Effect of an Augmented Input Intervention on Subtraction Word-Problem Solving for Children with Intellectual Disabilities: A Preliminary Study, International Journal of Disability, Development and Education, 69:6, 1988-2009, DOI: 10.1080/1034912X.2020.1840530.en_ZA
dc.identifier.issn1034-912X (print)
dc.identifier.issn1465-346X (online)
dc.identifier.other10.1080/1034912X.2020.1840530
dc.identifier.urihttp://hdl.handle.net/2263/80340
dc.language.isoenen_ZA
dc.publisherRoutledgeen_ZA
dc.rights© 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an electronic version of an article published in International Journal of Disability, Development and Education, vol. 69, no. 6, pp. 1988-2009, 2022, doi : 10.1080/1034912X.2020.1840530. International Journal of Disability, Development and Education is available online at: http://www.tandfonline.comloi/cijd20.en_ZA
dc.subjectChildren with intellectual disabilitiesen_ZA
dc.subjectAided language stimulationen_ZA
dc.subjectAugmented inputen_ZA
dc.subjectIntellectual disabilitiesen_ZA
dc.subjectMathematicsen_ZA
dc.subjectSubtractionen_ZA
dc.subjectWord-problem solvingen_ZA
dc.titleThe effect of an augmented input intervention on subtraction word-problem solving for children with intellectual disabilities: a preliminary studyen_ZA
dc.typePostprint Articleen_ZA

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