Teaching Early Numeracy Skills Using Single Switch Voice-Output Devices to Students with Severe Multiple Disabilities

Hudson, Melissa E.; Zambone, Alana M.; Brickhouse, Julie

doi:10.1007/s10882-015-9451-3

Cited by 11 publications

(21 citation statements)

References 15 publications

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“…Simulation was evaluated in two (8%) of the studies (Ayres, Langone, Boon, & Norman, 2006; Hansen & Morgan, 2008). Two (8%) studies looked at calculator use (Root, Saunders, et al, 2017; Yakubova & Bouck, 2014), one (4%) evaluated the use of a math game to teach number identification (Everhart, Alber-Morgan, & Park, 2011), one (4%) utilized single-switch voice output devices (Hudson, Zambone, & Brickhouse, 2016), and one (4%) measured generalization from a worksheet to an iDevice (Root, Saunders, et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature

Bowman

McDonnell

Ryan

et al. 2019

Focus Autism Other Dev Disabl

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Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed.

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Section: Resultsmentioning

confidence: 99%

Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature

Bowman

McDonnell

Ryan

et al. 2019

Focus Autism Other Dev Disabl

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show abstract

“…There remains a need to build a progression of skills for this population. In the current review, three studies provided examples for doing so by using an early numeracy curriculum to teach a progression of foundational mathematics skills (Hudson, Zambone, & Brickhouse, 2016; Jimenez & Kemmery, 2013; Jimenez & Staples, 2015). More information is needed on how students respond to comprehensive, sequential curriculum that builds a progression of skills.…”

Section: Discussionmentioning

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

110

138

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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.

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“…In a recent study by Hudson et al (2016), the authors investigated the effects of systematic instruction and individualized adaptations to early numeracy lessons to support math skill acquisition of three elementary students with multiple disabilities (e.g., cerebral palsy and severe intellectual disability). Specifically, the authors found physical adaptations to the materials included in the Early Numeracy curriculum to support student's unique receptive and expressive communications skills (e.g., enlarged and added Velcro to graphic organizers for students to place manipulatives, augmentative communication devices for students to respond, use of large foam numerals to count objects on number line) successfully enhanced student access to and progress in early numeracy skill development.…”

Section: Future Researchmentioning

confidence: 99%

“…The findings of Hudson et al (2016) suggest that it is possible to adapt early numeracy instruction that would allow students to use assistive technology to direct the use of manipulatives physically managed by adults in the environment (e.g., student counts aloud with voice-output while a teacher places manipulative on the graphic organizer). Additional research is needed to replicate the work of Hudson et al (2016) with additional students with individualized support needs.…”

Section: Future Researchmentioning

confidence: 99%

“…Based on the findings of , Jimenez, Browder, and Saunders (2013) developed early numeracy lessons (i.e., Early Numeracy curriculum) to explicitly teach numeracy skills using a story-based approach with the use of concrete manipulatives, systematic prompting and explicit feedback. Research on this framework has resulted in positive student outcomes Jimenez & Kemmery, 2013;Jimenez & Staples, 2015, Hudson, Zambone, & Brickhouse, 2016; however, two challenges still impact teachers. First, teachers continue to struggle with fidelity when they implement evidence-based practices during lessons.…”

Section: Introductionmentioning

confidence: 99%

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Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers

Jimenez

Stanger

2017

RAPCC

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Abstract:A survey was conducted with 86 teachers across 10 states regarding their students' ease of use of physical manipulatives incorporated with implementing evidence-based early numeracy instruction. The majority of respondents indicated significant student accessibility barriers. Specifically, 75% of respondents had students with tactile defensiveness or lack of gross motor skills; 85% had students with weak to no fine motor skills; and 83% had students who lost track of the math objectives while manipulating materials, making the use of manipulatives difficult or impossible. Ninety-four percent of respondents agreed or strongly agreed that the use of manipulatives are valuable for students to gain early numeracy concepts; however almost half indicated difficulty using them within math instruction. Finally, respondents overwhelmingly noted their student engagement with technology (e.g., iPad, Smart Board) to support learning. Overall, survey results and the need for future research, including the use of virtual manipulatives, are discussed.

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Teaching Early Numeracy Skills Using Single Switch Voice-Output Devices to Students with Severe Multiple Disabilities

Cited by 11 publications

References 15 publications

Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature

Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature

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

Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers

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