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The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities
Thesis (PhD)--University of Pretoria, 2015.
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University of Pretoria
2015
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| _version_ | 1867613502334566400 |
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| access_status_str | Open Access |
| author2 | Dada, Shakila |
| author_browse | Dada, Shakila |
| author_facet | Dada, Shakila |
| collection | Thesis |
| dc_rights_str_mv | © 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2015. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/49384 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:10.039Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/49384 The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities Dada, Shakila Bornman, Juan, 1968- Naudé, Tracy Elaine UCTD Aided input Aided language stimulation Intellectual disabilities Multiple baseline design Word-problem solving Thesis (PhD)--University of Pretoria, 2015. 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. tm2015 Centre for Augmentative and Alternative Communication (CAAC) PhD Unrestricted 2015-08-19T06:37:18Z 2015-08-19T06:37:18Z 2015 2015 Thesis Naudé, TE 2015, The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/49384> A2015 http://hdl.handle.net/2263/49384 en © 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Aided input Aided language stimulation Intellectual disabilities Multiple baseline design Word-problem solving The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities |
| title | The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities |
| title_full | The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities |
| title_fullStr | The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities |
| title_full_unstemmed | The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities |
| title_short | The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities |
| title_sort | effect of a mathematical aided language stimulation programme for subtraction word problem solving for children with intellectual disabilities |
| topic | UCTD Aided input Aided language stimulation Intellectual disabilities Multiple baseline design Word-problem solving |
| url | http://hdl.handle.net/2263/49384 |