An individualised curriculum to teach numeracy skills to children with autism: programme description and pilot data

Tzanakaki, Pagona; Grindle, Corinna F.; Saville, Maria; Hastings, Richard P.; Hughes, J. Carl; Huxley, Kathleen

doi:10.1111/1467-9604.12069

Cited by 15 publications

(16 citation statements)

References 29 publications

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“…A single group pre–post evaluation of TEN‐DD with six children with autism (Tzanakaki et al, 2014a) provided initial evidence of the feasibility of the TEN‐DD programme. Tzanakaki et al (2014b) later conducted a small randomised controlled trial in a special school in Wales that provided evidence of the potential efficacy of the model.…”

Section: Teaching Early Numeracy To Children With Developmental Disabmentioning

confidence: 99%

“…All teachers and TAs working on TEN‐DD were given a folder with all the necessary information and a resource kit. Folders contained the TEN‐DD framework, a suggested session structure, the teaching plans, suggested response equivalents for minimally verbal students, a DTT information sheet, suggested entry (warm‐up) activities, a DTT data sheet (to collect individual data for up to three students; see Figure 1), a skills tracker (list of all targets covered in the programme to record introduction and mastery dates), a copy of a bespoke mentoring checklist (a task analysis of all steps that the teaching staff should do during one TEN‐DD session), and copies of two research papers conducted on the TEN‐DD programme (Tzanakaki et al, 2014a; Tzanakaki et al, 2014b). Each kit contained the resources necessary to implement the TEN‐DD programme (number lines 1–10; number cards 1–20; 30 double‐sided counters; red and green dot lines; domino cards 1–6; random array dot cards 1–4; and pair pattern dot cards) and some other items that could be used while targeting generalisation of acquired skills.…”

Section: Implementing the Ten‐dd Programmementioning

confidence: 99%

“…Another change was related to how the teaching sessions were delivered to the students. In previous evaluations of the TEN‐DD programme (Tzanakaki et al, 2014a; Tzanakaki et al, 2014b), all teaching sessions were delivered with a one‐to‐one staff‐to‐student ratio. However, after initial consultation with the school’s leadership team and the teachers, it became apparent that those staff‐to‐student ratios would not be possible in the school and that a different delivery system would have to be implemented to ensure feasibility.…”

Section: Implementing the Ten‐dd Programmementioning

confidence: 99%

See 2 more Smart Citations

Teaching early numeracy to students with autism using a school staff delivery model

Apanasionok¹,

Alallawi²,

Grindle³

et al. 2021

British J Special Edu

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Mathematics is one of the core school subjects in the UK and an emphasis is placed on developing pupils' mathematical competencies throughout all key stages. Despite that, the attainment of students with disabilities in mathematics remains low. The current study explored ways in which the Teaching Early Numeracy to children with Developmental Disabilities (TEN-DD) programme could be implemented by teaching staff in a special school in the UK to improve the numeracy skills of students with autism. Adaptations to the delivery of the programme were made during the study as a result of continued collaboration with the participating school. The findings suggest that it may be feasible to implement the TEN-DD programme using a school staff delivery model and it may help learners improve their early numeracy skills. Practical aspects of TEN-DD's implementation highlighted the need to incorporate more systematic adaptations for minimally verbal students, as well as for learners who might need additional training with prerequisite skills.

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Section: Teaching Early Numeracy To Children With Developmental Disabmentioning

confidence: 99%

Section: Implementing the Ten‐dd Programmementioning

confidence: 99%

Section: Implementing the Ten‐dd Programmementioning

confidence: 99%

See 1 more Smart Citation

Teaching early numeracy to students with autism using a school staff delivery model

Apanasionok¹,

Alallawi²,

Grindle³

et al. 2021

British J Special Edu

View full text Add to dashboard Cite

show abstract

“…Although there was criticism of the research methodology used to evaluate this early example of EIBI, it sparked a growth in the number of behavioural and educational 'interventions' or 'packages' offered in the support and education of people with autism (Dawson et al, 2010). Some, such as Positive Behavioural Support (PBS) (Gore et al, specific age groups and populations; others have developed to address specific areas of concern such as communication, for example the Picture Exchange Communication System (PECS) (Frost & Bondy, 2002), numeracy (Tzanakaki et al 2014) and literacy (Grindle et al 2013). Additionally, the methods of teaching used in the Lovaas study (i.e., DTT) are regarded now as only one way to teach skills, and modern approaches based on the science of learning use a variety of techniques to help teach important life skills.…”

Section: Take Down Policymentioning

confidence: 99%

UK parents’ beliefs about applied behaviour analysis as an approach to autism education

Denne

Hastings

Hughes

2017

European Journal of Special Needs Education

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Research into factors underlying the dissemination of evidence-based practice is limited within the field of Applied Behaviour Analysis (ABA). This is pertinent, particularly in the UK where national policies and guidelines do not reflect the emerging ABA evidence base, or indeed policies and practices in other parts of the world. Within autism education there is evidence to suggest that parents are amongst the key decision makersoften not necessarily by choice but because of a lack of, or contradictory, information provided by professionals. Theories of evidence based practice in education and public services suggest that the 'perceptions' of decision makers are significant facilitators of, and barriers to, research utilisation. Whereas education and health professionals tend to view evidence in more scientific terms often regarding randomised control trials as 'gold standard', for others, including parents, experiential and anecdotal evidence can be as important. This study is the first to try to identify and quantify UK parents' beliefs about ABA in the education and support of children with autism. We developed and tested, using an internet survey method, the Parental Beliefs about ABA and Autism scale (P-BAA). Current and/or past use by parents of any behaviorally based approach including ABA was a significant predictor of P-BAA scores as were parent education, household income and child diagnosis: experience of a behaviorally based approach, higher levels of education and income and children at the more 'severe' end of the autism spectrum were associated with more positive beliefs about ABA.

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“…It entails conventional classes with teachers and students, while mathematics learning also requires learning media, typical methods, and constructive and supportive circumstances (Powell et al, 2020). Additionally, teachers are required to innovate actively and be creative in performing research and development of teaching materials to facilitate learning activities, especially in mathematics (Tzanakaki et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Student with special needs and mathematics learning: A case study of an autistic student

Sabaruddin

Mansor

Rusmar³

et al. 2020

J. Res. Adv. Math. Educ

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The provision of mathematics for autistic students has not gained a special concern. In fact, many autistic children have good mathematical skills and some are even excellent. It imposes teachers to formulate and create effective strategies to teach autistic students. The purpose of this study was to determine teacher behavior and how to teach students with autism effectively. This study was designed as a qualitative case study research. It involved mathematics teacher, assistant teacher, student, and parents. Data were obtained through observations and interviews. The autistic student's attitude and behaviors during mathematics learning were investigated. It included examinations on the supporting and inhibiting factors in mathematics learning in a school for students with special educational needs/SLB. The result indicated that mathematics learning for students with autism as performed in inclusive education was different from regular education programs, in which teachers were required to adjust materials with students' psychological condition. It also revealed that the students had had focus issues; hence materials were mostly conveyed outside the lesson plan, particularly to introduce the basic material. The supporting factors included parents' motivation for the student to learn and behave appropriately and well-designed learning packages. Meanwhile, limited learning media and school facilities, as well as the absence of special teachers for students with autism, became the inhibiting factors for mathematics learning.

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An individualised curriculum to teach numeracy skills to children with autism: programme description and pilot data

Cited by 15 publications

References 29 publications

Teaching early numeracy to students with autism using a school staff delivery model

Teaching early numeracy to students with autism using a school staff delivery model

UK parents’ beliefs about applied behaviour analysis as an approach to autism education

Student with special needs and mathematics learning: A case study of an autistic student

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