Date of Award
Spring 5-8-2015
Document Type
Thesis
Degree Name
Education Specialist (EdS)
Department
Special Education
First Advisor
Dr. Stephen Wills
Abstract
The purpose of this study was to evaluate the effects of using Concrete-Representational-Abstract (CRA) teaching sequence and explicit instruction to improve student achievement in mathematics in middle school aged students with autism and moderate intellectual disabilities. The effects of the CRA teaching sequence and explicit instruction were examined using a Multiple Baseline Design. Although the results in the curriculum-based measurements were inconsistent, all participants showed an increase in the pre-test and post-test scores.
Recommended Citation
Burney, Sherria L., "Interventions to Improve Student Achievement in Mathematics for Middle School Students with Autism" (2015). Specialist in Education Degree (Ed.S.) Theses. 10.
https://kb.gcsu.edu/eds/10.
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons