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The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilitiesNaudé, Tracy Elaine January 2015 (has links)
Children with intellectual disabilities are often denied exposure to mathematical word-problem solving since it is believed to beyond their intellectual abilities. This study aimed to determine whether children with intellectual disabilities could be taught to solve subtraction word-problems. The underlying premise of this study was that the receptive mathematical language skills of children with intellectual disabilities needed to be enhanced so as to optimize their word-problem solving abilities. This was undertaken through the implementation of a mathematical aided language stimulation programme (MAiLgS). This programme aimed to maximise exposure to and understanding of the mathematical language of word-problems for children with intellectual disabilities through simultaneous exposure to spoken input and visual supports. Two strategies were combined to form the MAiLgS programme. The first strategy referred to Goossens’ (1989) principles of aided language stimulation whereby graphic symbols in the form of Picture Communication Symbols (PCS symbols) (Johnson, 1981) and spoken input were utilized to expound upon and clarify the vocabulary comprising word-problems. Riley, Greeno and Heller’s model of word-problem solving (1983) was used to structure the three types of subtraction word-problems and to provide visual support in calculating the word-problem solutions. Seven children with intellectual disabilities aged between 8;0 and 12;0 were taught to solve the subtraction word-problems in a small group format. A multiple baseline design across behaviours (three types of subtraction word-problems) replicated across seven participants was used. The MAiLgS programme entailed teaching each of the three types of subtraction word-problems over a period of three weeks, with one word-problem type being taught each week. Participants’ subtraction-word problem solving was monitored daily using probe tests. Three maintenance probes were conducted four weeks after intervention stopped. Four of the seven participants demonstrated improved subtraction word-problems solving for the three types of subtraction word-problems. The remaining three participants demonstrated minimal change in their ability to solve the word-problems. The results of this study suggest that a MAiLgS programme may be used in a small group format to teach word-problem solving to children with intellectual disabilities. / Thesis (PhD)--University of Pretoria, 2015. / tm2015 / Centre for Augmentative & Alternative Communication (CAAC) / PhD / Unrestricted
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Effects of varied dosage of aided input on following directives that contain prepositions for children with Autism Spectrum Disorder (ASD)Hassim, Rafeeyah January 2019 (has links)
Background: Some children with ASD have comprehension difficulties that affect their
ability to follow directives that contain prepositions. Aided input has been known to facilitate
improved comprehension skills when spoken language is used with graphic symbols.
Aims: This study examined the effects that aided input presented at two levels (20% of aided
input and 60% of aided input) has on children with ASD’s following of directives that
contain prepositions.
Methods: An experimental, within-subjects crossover design was utilised where all
participants were exposed to each treatment condition at a different time period. Altogether
21 participants between 5.0 and 11.11 years of age were asked to follow 12 directives using
aided input at two conditions. Participants first completed a pre-test task to confirm their
noun knowledge, preposition knowledge and matching skills. Participants were described
based on the CARS classification and their PPVT-4 scores. The effects of the aided input
were measured and compared based on the accuracy of responses.
Results: Descriptive statistics were used to describe the data, and multivariate analysis was
used to analyse the data. Some children with ASD (n=9) who received a higher level of aided
input (60%) were able to respond more accurately than those who received a lower level of
aided input (20%). However, some children with ASD (n=4) responded more accurately to
the lower level of aided input (20%) than the higher level of aided input (60%). Some
children with ASD (n=5) responded in the same manner for both levels of aided input and
some children with ASD (n=3) did not respond at all despite the level of aided input. The
results showed no statistically significant difference between the higher (60%) and lower
(20%) levels of aided input.
Conclusion: It was concluded that the 60% aided input level yielded a higher accuracy of
responses than the 20% aided input level in some children with ASD. In addition, the results
suggest that augmenting spoken language was advantageous in some children with ASD.
However, further research is needed to better describe the effects of aided input, using
graphic symbols. Future research directions are suggested. / Dissertation (MA)--University of Pretoria, 2019. / Centre for Augmentative and Alternative Communication (CAAC) / MA / Unrestricted
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