Investigating the relationship between learning channel sets during the mathematical practice of autistic students

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Vostanis, Athanasios, Padden, Ciara and Langdon, Peter E. ORCID: https://orcid.org/0000-0002-7745-1825 (2022) Investigating the relationship between learning channel sets during the mathematical practice of autistic students. British Journal of Special Education, 49 (3). pp. 375-398. ISSN 0952-3383

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Abstract

Learning channels refer to the way students receive instruction and respond to it. We examined the relationship between See-Say and See-Write learning channel sets during the mathematical practice of four male autistic students, aged 8 to 14 years. Participants received practice in the ×7 and ×8 tables across both channel sets. Lessons included untimed practice, timed practice, graphing and goal-setting. A multiple treatments design, embedded in a multiple baseline across participants design, was used. When practice on a set was completed, an assessment of endurance, stability, application, generalisation to the other set and maintenance was conducted. Practice led to improvements that were maintained. Participants achieved learning rates above 30% per week, which is a minimum expectation in Precision Teaching. Practice on one set affected performance on the other, and the order of practice was an important variable. The See-Say channel set led to better generalisation outcomes while performance was stronger on the See-Write.

Item Type: Article
Additional Information: Publisher Copyright: © 2022 The Authors. British Journal of Special Education published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs.
Uncontrolled Keywords: fluency,precision teaching,resa,special education,standard celeration chart,education,developmental and educational psychology ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School: Faculty of Medicine and Health Sciences > Norwich Medical School
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Depositing User: LivePure Connector
Date Deposited: 07 Oct 2023 01:26
Last Modified: 07 Oct 2023 01:26
URI: https://ueaeprints.uea.ac.uk/id/eprint/93178
DOI: 10.1111/1467-8578.12408

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