CARD -
Special Event
Topic: PEPSA Regional Training - Solve It! Teaching Mathematical Word Problem Solving to Students with ASD
When:
Thursday, February 25, 2021
4:00 PM - 6:00 PM
Online
Online
Jacksonvill, FL 32217
Speaker:
Peggy Schaefer Whitby
University of Arkansas
Target Audience:
Patients/Public
Learning Objectives
Upon completion of the presentation, participants will be able to:
As a result of this training, participants will be able to:
* Understand how to teach mathematical word problem solving using the Solve It! word problem strategy
* Modify and assess the effectiveness of the Solve It! problem solving routine on mathematical word problemsolving for students with autism and extend instruction using procedural facilitation for those who do not readily acquire this strategy
* Describe procedures and instruments appropriate for augmentative and alternative communication (AAC) assessment in non-verbal ASD as well as identify strategies for using iPad or SGS to teach symbol vocabulary and facilitate natural speech development
* Describe the major steps of parent training for using an iPad or speech-generating device during family-based AAC intervention
* Know how to engage minimally-verbal learners with ASD in generative language learning using AAC applications
Additional Information
Target Audience: Teachers, , professionals, and parents/caregivers of students ASD
The mathematical curriculum is one of the most difficult for many children. For children with Autism, these difficulties are made more pronounced by language and executive-functioning deficits. Children with Autism deserve to be provided with the tools they need to be successful in applied problem solving. This workshop will introduce the Solve It! Problem solving routine, a strategy-instruction curriculum developed by Montague (1996) and adapted for children with autism by Shaefer Whitby (2018). The curriculum consists of teaching students seven cognitive strategies and three meta-cognitive strategies. Solve It! can also be an effective intervention as it capitalizes on the student’s strengths, rote/procedural knowledge, and visual reasoning while supporting learning weaknesses, conceptual knowledge, and abstraction. Three case studies and work samples will assist participants in understanding the unique issues that children with autism may encounter while learning to solve word problems.
For additional information, contact autumn mauch (904) 633-0801 autumn.mauch@jax.ufl.edu.