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

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dc.contributor.advisorBaker, Pamela H.
dc.contributor.authorAgrawal, Jugnu
dc.creatorAgrawal, Jugnu
dc.date.accessioned2013-08-09T15:36:32Z
dc.date.available2013-08-09T15:36:32Z
dc.date.issued2013
dc.description.abstractThis 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.extent237 pages
dc.identifier.urihttps://hdl.handle.net/1920/8199
dc.language.isoen
dc.rightsCopyright 2013 Jugnu Agrawal
dc.subjectSpecial education
dc.subjectMathematics
dc.subjectElementary education
dc.subjectAutism
dc.subjectExplicit Instruction
dc.subjectFractions
dc.subjectManipulatives
dc.subjectMathematics
dc.subjectSingle-subject research methodology
dc.titleThe Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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