The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism

dc.contributor.advisor	Baker, Pamela H.
dc.contributor.author	Agrawal, Jugnu
dc.creator	Agrawal, Jugnu
dc.date.accessioned	2013-08-09T15:36:32Z
dc.date.available	2013-08-09T15:36:32Z
dc.date.issued	2013
dc.description.abstract	This single-subject multiple-baseline across participants study was designed to investigate the effects of explicit instruction with manipulatives on the conceptual and procedural knowledge of addition and subtraction of like and unlike fractions of elementary school students with autism. This study included six 8- to 12-year-old students with mild to moderate autism who demonstrated math difficulties.
dc.format.extent	237 pages
dc.identifier.uri	https://hdl.handle.net/1920/8199
dc.identifier.uri	https://doi.org/10.13021/MARS/4005
dc.language.iso	en
dc.rights	Copyright 2013 Jugnu Agrawal
dc.subject	Special education
dc.subject	Mathematics
dc.subject	Elementary education
dc.subject	Autism
dc.subject	Explicit Instruction
dc.subject	Fractions
dc.subject	Manipulatives
dc.subject	Mathematics
dc.subject	Single-subject research methodology
dc.title	The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism
dc.type	Dissertation
thesis.degree.discipline	Education
thesis.degree.grantor	George Mason University
thesis.degree.level	Doctoral

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