ABSTRACT

Children with intellectual disabilities experience well-documented challenges in the development of problem-solving, particularly related to mathematical word-problem solving. Such challenges are related to both linguistic and conceptual skills. While interventions to assist children in developing conceptual skills are well reported, linguistic interventions within the mathematical field are limited. This study aimed to determine the effect of an augmented-input intervention, on subtraction word-problem solving for children with intellectual disabilities. A multiple baseline across behaviours design was used and replicated across the seven participants. Intervention was provided in three tiers (one week each) for change, combine, and compare subtraction word-problems. Intervention was withdrawn for a four week period and followed by a maintenance phase. Results suggested that for older participants with higher receptive language and numerical operation scores, the augmented-input intervention provided significant gains across all three types of word-problems. Overall, four of the seven participants showed improvement in subtraction word-problem solving. Augmented input may provide language supports for subtraction word-problem solving for some children with mild intellectual disability.

摘要

智障儿童在解决问题的过程中遇到了有据可查的挑战，特别是与数学单词问题解决有关的挑战。这些挑战与语言和概念技能有关。虽然帮助儿童发展概念技能的干预措施得到了很好的报道，但数学领域内的语言干预措施是有限的。本研究旨在确定增强输入干预对智障儿童减法单词问题解决的影响。在七名参与者中使用并复制了跨行为设计的多重基线。干预分为三层（每层一周），用于改变、组合和比较减法单词问题。干预被撤回了四个星期，然后是维持阶段。结果表明，对于接受性语言和数字运算得分较高的老年参与者，增强输入干预在所有三种类型的单词问题上都提供了显着的收益。总体而言，七名参与者中有四名在减法单词问题解决方面表现出改进。增强输入可以为一些轻度智力障碍儿童的减法单词问题解决提供语言支持。