787
Views
0
CrossRef citations to date
0
Altmetric
Articles

App-based mathematical intervention for youth with intellectual disabilities: a randomised controlled trial

, , , &
Pages 689-701 | Received 16 Jul 2022, Accepted 11 Dec 2022, Published online: 05 Feb 2023

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
  • Baroody, A., & Dowker, A. (2003). The development of arithmetic concepts and skills: Constructing adaptive expertise. Lawrence Erlbaum.
  • Baroody, A. J. (1999). International review of research in mental retardation. International Review of Research in Mental Retardation, 22, 51–103. https://doi.org/10.1016/S0074-7750(08)60131-7
  • Bashash, L., Outhred, L., & Bochner, S. (2003). Counting skills and number concepts of students with moderate intellectual disabilities. International Journal of Disability, Development and Education, 50(3), 325–345. https://doi.org/10.1080/1034912032000120480
  • Brankaer, C., Ghesquiére, P., & De Smedt, B. (2013). The development of numerical magnitude processing and its association with working memory in children with mild intellectual disabilities. Research in Developmental Disabilities, 34(10), 3361–3371. https://doi.org/10.1016/j.ridd.2013.07.001
  • Breakwell, G. M., Hammond, S., Fife-Schaw, C., & Smith, J. A. (2006). Research methods in psychology (3rd ed.). Sage Publishing Ltd.
  • Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74(4), 407–432. https://doi.org/10.1177/001440290807400401
  • Cheong, J. M. Y., Walker, Z. M., & Rosenblatt, K. (2017). Numeracy abilities of children in grades 4 to 6 with mild intellectual disability in Singapore. International Journal of Disability, Development and Education, 64(2), 150–168. https://doi.org/10.1080/1034912X.2016.1188891
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Routledge.
  • Doabler, C., & Fien, H. (2013). Explicit mathematics instruction. Intervention in School and Clinic, 48(5), 276–285. https://doi.org/10.1177/1053451212473151
  • Dowker, A. (2005). Individual differences in arithmetic: Implications for psychology, neuroscience and education. Psychology Press.
  • Dziak, J. J., Dierker, L. C., & Abar, B. (2020). The interpretation of statistical power after the data have been gathered. Current Psychology, 39(3), 870–877. https://doi.org/10.1007/s12144-018-0018-1
  • Ennis, R. P., & Losinski, M. (2019). Interventions to improve fraction skills for students with disabilities: A meta-analysis. Exceptional Children, 85(3), 367–386. https://doi.org/10.1177/0014402918817504
  • Faragher, R., & Brown, R. I. (2005). Numeracy for adults with Down Syndrome: It’s a matter of quality of life. Journal of Intellectual Disability Research, 49(10), 761–765. https://doi.org/10.1111/j.1365-2788.2005.00747.x
  • Geary, D. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(1), 4–15. https://doi.org/10.1177/00222194040370010201
  • Geary, D., Hoard, M., Byrd-Craven, J., & Desoto, C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88(2), 121–151. https://doi.org/10.1016/j.jecp.2004.03.002
  • Geary, D. C. (1994). Children’s mathematical development: Research and applications. American Psychological Association.
  • Halberda, J., & Feigenson, L. (2008). Developmental change in the acuity of the “number sense”: The approximate number system in 3-, 4-, 5-, and 6-year-olds and adults. Developmental Psychology, 44(5), 1457–1465. https://doi.org/10.1037/a0012682
  • Hassler Hallstedt, M., Klingberg, T., & Ghaderi, A. (2018). Short and long-term effects of a mathematics tablet intervention for low performing second graders. Journal of Educational Psychology, 110(8), 1127–1148. https://doi.org/10.1037/edu0000264
  • Hudson, M. E., Rivera, C. J., & Grady, M. M. (2018). Research on mathematics instruction with students with significant cognitive disabilities: Has anything changed? Research and Practice for Persons with Severe Disabilities, 43(1), 38–53. https://doi.org/10.1177/1540796918756601
  • Hudson, P., & Miller, S. P. (2006). Designing and implementing mathematics instruction for students with diverse learning needs. Pearson.
  • Hudson, P., Miller, S. P., & Butler, F. (2006). Adapting and merging explicit instruction within reform based mathematics classrooms. American Secondary Education, 35(1), 19–32. http://www.jstor.org/stable/41219810.
  • Johnson, K., & Street, E. M. (2012). Response to intervention and precision teaching: Creating synergy in the classroom. Guilford Press.
  • Krajewski, K., & Schneider, W. (2009). Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513–526. https://doi.org/10.1016/j.learninstruc.2008.10.002
  • Mulligan, J., & Mitchelmore, M. (2009). Awareness of pattern and structure in early mathematical development. Mathematics Education Research Journal, 21(2), 33–49. https://doi.org/10.1007/BF03217544
  • Ortega-Tudela, J. M., & Gómez-Ariza, C. J. (2006). Computer-assisted teaching and mathematical learning in Down Syndrome children. Journal of Computer Assisted Learning, 22(4), 298–307. https://doi.org/10.1111/j.1365-2729.2006.00179.x
  • Pound, L. (1999). Supporting mathematical development in the early years. Open University Press.
  • Russell, R. L., & Ginsburg, H. P. (1984). Cognitive analysis of children’s mathematics difficulties. Cognition and Instruction, 1(2), 217–244. https://doi.org/10.1207/s1532690xci0102_3
  • Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge.
  • Schnepel, S., & Aunio, P. (2022). A systematic review of mathematics interventions for primary school students with intellectual disabilities. European Journal of Special Needs Education, 37(4), 663–678. https://doi.org/10.1080/08856257.2021.1943268
  • Sermier Dessemontet, R., Moser Opitz, E., & Schnepel, S. (2020). The profiles and patterns of progress in numerical skills of elementary school students with mild and moderate intellectual disability. International Journal of Disability, Development and Education, 67(4), 409–423. https://doi.org/10.1080/1034912X.2019.1608915
  • Siegler, R. S. (2000). The rebirth of children’s learning. Child Development, 71(1), 26–35. https://doi.org/10.1111/1467-8624.00115
  • Spooner, F., Root, J. R., Saunders, A. F., & Browder, D. M. (2019). An updated evidence-based practice review on teaching mathematics to students with moderate and severe developmental disabilities. Remedial and Special Education, 40(3), 150–165. https://doi.org/10.1177/0741932517751055
  • Tiemann, P. W., & Markle, S. M. (1991). Analyzing instructional content. Stipes Publishing Company.
  • Tzanakaki, P., Hastings, R. P., Grindle, C. F., Hughes, J. C., & Hoare, Z. (2014). An individualized numeracy curriculum for children with intellectual disabilities: A single blind pilot randomized controlled trial. Journal of Developmental and Physical Disabilities, 26(5), 615–632. https://doi.org/10.1007/s10882-014-9387-z
  • Wechsler, D. (2003). Wechsler intelligence scale for children (4th ed., WISC-IV). Harcourt Assessment.
  • World Health Organization. (2019). International Statistical Classification of Diseases and Related Health Problems (11th ed.). https://icd.who.int/