An Individualized Numeracy Curriculum for Children with Intellectual Disabilities: A Single Blind Pilot Randomized Controlled Trial

Tzanakaki, Pagona; Hastings, Richard P.; Grindle, Corinna F.; Hughes, J. Carl; Hoare, Zoë

doi:10.1007/s10882-014-9387-z

Cited by 15 publications

(22 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…From the single-case analysis, eight single-case studies were deemed high quality and 14 were adequate quality as shown in Table 1. Only three group-experimental studies were found (Browder, Trela, et al, 2012; Hall, Hustyi, Hammond, Hirt, & Reiss, 2014; Tzanakaki, Hastings, Grindle, Hughes, & Hoare, 2014) and all three were deemed high quality as shown in Table 2.…”

Section: Resultsmentioning

confidence: 99%

An Updated Evidence-Based Practice Review on Teaching Mathematics to Students With Moderate and Severe Developmental Disabilities

Spooner

Root

Saunders

et al. 2018

Remedial and Special Education

112

138

View full text Add to dashboard Cite

The purpose of this review was to examine the body of research on teaching mathematics to students with moderate and severe developmental disability that has been published since 2005, reflecting changes in both the academic expectations for this population and research and design standards in the evidence-based practice (EBP) era. We examined research on teaching mathematical skills for students with moderate and severe developmental disability from 2005–2016 and found 36 studies (33 single-case and three group-experimental studies), updating the Browder, Spooner, Ahlgrim-Delzell, Harris, and Wakeman analysis. Of the 36 studies included in the review, 22 single-case and three group-design studies received a rating of high or adequate quality using the National Technical Assistance Center on Transition (NTACT) indicator criteria. In addition to systematic instruction, instructional procedures of technology-aided instruction, graphic organizers, manipulatives, and explicit instruction were found to be EBPs in teaching mathematics to this population.

show abstract

Section: Resultsmentioning

confidence: 99%

An Updated Evidence-Based Practice Review on Teaching Mathematics to Students With Moderate and Severe Developmental Disabilities

Spooner

Root

Saunders

et al. 2018

Remedial and Special Education

112

138

View full text Add to dashboard Cite

show abstract

“…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. Tzanakaki et al recruited 24 students with severe intellectual disability and/or autism and randomised them into two groups, one accessing TEN‐DD intervention and the other receiving mathematics teaching as usual.…”

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%

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

Apanasionok¹,

Alallawi²,

Grindle³

et al. 2021

British J Special Edu

Self Cite

View full text Add to dashboard Cite

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.

show abstract

“…The remaining 11 studies integrated either A, K or a combination of several teaching styles. Only five empirical studies in Appendix A implemented instructional strategies based on kinaesthetic learning: for example, (a) self and match, (b) hand technique and manipulation, (c) mathematical cognition, (d) mathematics recovery programme and (e) functional magnetic resonance imaging (Croce, 2015;Geary et al, 2012;Iuculano et al, 2014;Tzanakaki et al, 2014;Vitalo, 2017). Another three studies used instructional strategies based on auditory learning styles such as (a) mathematics instruction based on stories with systematic instruction; (b) metacognitive monitoring (one-on-one); and (c) storybooks (Brosnan et al, 2016;Green, 2014;Jimenez & Kemmery, 2013).…”

Section: Methodology and Resultsmentioning

confidence: 99%

The Impacts of Mathematics Instructional Strategy on Students with Autism: A Systematic Literature Review

Siregar¹,

Rosli²,

Maat³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

Mathematics is one of the most challenging subjects for many students. A similar problem is faced by special needs students, such as students with Autism Spectrum Disorder (ASD). Various instructional strategies are implemented by specialists to help ASD students understand mathematics in schools. To explore the impacts of an instructional strategy of mathematics on ASD students, the authors conducted a review of literature from 2011 to 2017 using various databases including ProQuest Digital Dissertations and Theses Full Text, Google Scholar, and Science Direct. A total of 39 articles were found. Most of the instructional strategy aimed to assist ASD students in solving mathematics problems. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate instructional strategy to meet the needs of students with ASD and maximize their mathematics learning outcomes in schools.

show abstract

An Individualized Numeracy Curriculum for Children with Intellectual Disabilities: A Single Blind Pilot Randomized Controlled Trial

Cited by 15 publications

References 15 publications

An Updated Evidence-Based Practice Review on Teaching Mathematics to Students With Moderate and Severe Developmental Disabilities

An Updated Evidence-Based Practice Review on Teaching Mathematics to Students With Moderate and Severe Developmental Disabilities

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

The Impacts of Mathematics Instructional Strategy on Students with Autism: A Systematic Literature Review

Contact Info

Product

Resources

About