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West Ashley Library
9 a.m. - 6 p.m.
Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. - 6 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 6 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 6 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. - 6 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. - 1 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. - 6 p.m.
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John's Island Library
9 a.m. - 6 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. - 6 p.m.
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Folly Beach Library
9 a.m. - 1 p.m.
Phone: (843) 588-2001
Dorchester Road Library
9 a.m. - 6 p.m.
Phone: (843) 552-6466
John L. Dart Library
9 a.m. - 6 p.m.
Phone: (843) 722-7550
Bees Ferry West Ashley Library
9 a.m. - 6 p.m.
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Miss Jane's Building (Edisto Library Temporary Location)
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Phone: (843) 883-3914
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Building the Early Number Sense of Kindergarteners With Autism: A Replication Study.
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- Author(s): Root, Jenny R.; Henning, Bonnie; Jimenez, Bree
- Source:
Remedial & Special Education. Nov/Dec2020, Vol. 41 Issue 6, p378-388. 11p. - Source:
- Additional Information
- Subject Terms:
- Abstract: This study reports findings of a systematic replication and as such sought to evaluate effects of an early numeracy curriculum on early number sense attainment for Kindergarten students with autism. Through daily 15-min story-based math lessons with embedded systematic instruction delivered by their classroom teacher, participants learned to compare sets, identify and work with patterns, and use standard and nonstandard measurement, and calendar skills. Results indicate a functional relation between the intervention and early number sense, and students were able to generalize skills when systematic instruction was faded. Similar results were mirrored by preāpost standardized norm-referenced measures of early mathematics abilities. Implementation of the curriculum had positive results on the teacher's perception of self-efficacy. The study's contribution to research, recommendations for practice, and implications for future research are discussed. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Remedial & Special Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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