A Toolbox for Teaching Price Comparison to Students With Disabilities

Anghileri J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9(1), 33–52. doi:10.1007/s10857-006-9005-9

Bouck E. C. Doughty T. T. Savage M. N. (2015). Footsteps toward the future: Implementing a real-world curriculum for students with developmental disabilities. Arlington, VA: Council for Exceptional Children.

Bouck E. C. Satsangi R. Bartlett W. (2016). Comparing a number line and audio prompts in supporting price comparison by students with intellectual disability. Research in Developmental Disabilities, 53–54, 342–357. doi:10.1016/j.ridd.2016.02.011

Bouck E. C. Satsangi R. Flanagan S. M. (2016). Focus on Inclusive Education: Evaluating apps for students with disabilities: Supporting academic access and success. Childhood Education, 92, 324–328.

Browder D. M. Spooner F. H. Trela K. (2011). Teaching math to students with moderate and severe disabilities. In Browder D. M. Spooner F. H. (Eds.), Teaching students with moderate and severe disabilities (pp. 168–200). New York, NY: Guilford Press.

Cihak D. F. Alberto P. A. Kessler K. B. Taber T. A. (2004). An investigation of instructional scheduling arrangements for community based instruction. Research in Developmental Disabilities, 25, 67–88. doi:10.1016/j.ridd.2003.04.006

Faulkner V. N. Cain C. (2009). Components of number sense an instructional model for teachers. TEACHING Exceptional Children, 41, 24–30. doi:10.1177/004005990904100503

Gevers W. Reynvoet B. Fias W. (2003). The mental representation of ordinal sequences is spatially organized. Cognition, 87(3), B87–B95. doi:10.1016/S0010-0277(02)00234-2

Hendricks D. R. Wehman P. (2009). Transition from school to adulthood for youth with autism spectrum disorders: Review and recommendations. Focus on Autism and Other Developmental Disabilities, 24, 77–88. doi:10.1177/1088357608329827

Moeller K. Huber S. Nuerk H. C. Willmes K. (2011). Two-digit number processing: Holistic, decomposed or hybrid? A computational modeling approach. Psychological Research, 75, 290–306. doi:10.1007/s00426-010-0307-2

Mosley F. (2001). Using number lines with 5-8 year olds. Oxford, England: BEAM.

Nuerk H.-C. Willmes K. (2005). On the magnitude representations of two-digit numbers. Psychology Science, 47(1), 52–72.

Sandknop P. A. Schuster J. W. Wolery M. Cross D. P. (1992). The use of an adaptive device to teach students with moderate mental retardation to select lower priced grocery items. Education and Training in Mental Retardation, 27, 219–229.

Test D. W. Mazzotti V. L. (2011). Transitioning from school to employment. In Snell M. Brown F. (Eds.), Instruction of students with severe disabilities (7th ed., pp. 569–611). Upper Saddle River, NJ: Pearson.

Weng P.-L. Bouck E. C. (2014). Using video prompting to teach price comparison to adolescents with autism. Research in Autism Spectrum Disorder, 8, 1405–1415. doi:10.1016/j.rasd.2014.06.014

Weng P.-L. Bouck E. C. (2016). An evaluation of app-based and paper-based number lines for teaching number comparison. Education and Training in Autism and Developmental Disabilities, 51, 27–40.

Weng P.-L. Taber-Doughty T. (2015). Developing an app evaluation rubric for practitioners in special education. Journal of Special Education Technology, 30, 43–58. doi:10.1177/016264341503000104