This curriculum is appropriate for elementary students with significant developmental disabilities, including autism. It begins with counting using one-to-one correspondence and progresses to more complex skills like using sets for addition and creating ABAB patterns. Lessons are taught systematically, incorporating scripted lessons, least intrusive prompting strategies, teachable objectives, and ongoing assessments. The 24 lessons focus on fun themes, like Mardi Gras or bugs, and give students ample opportunity to practice using a variety of hands-on materials.
The Early Numeracy content aligns with national and state standards and four of the five NCTM Standards: Numbers and Operations, Algebra, Geometry, and Measurement.
- Counting with one-to-one correspondence
- Counting movable and nonmovable objects
- Identifying and naming numerals 1–10
- Rote counting to 20
- Creating and adding sets to 10
- Comparing sets for =, >, and <
- Identifying symbols =, >, and <
- Recognizing and extending ABAB patterns
- Creating ABAB patterns
- Measuring using a calendar
- Measuring with nonstandard units
- Measuring with standard units
Curriculum Plus Includes: Two Teacher’s Guides, the Implementation Guide, Math Stories, one Math Fun Student Workbook, one Student Response Book, Assessment Manual, work board and overlays, games, game cards and pieces, graphic organizer posters, counting pieces, theme-based counting objects, number and symbol tiles, ruler, play money, and downloadable digital resources, plus 10 consumable Math Fun Student Workbooks, the entire page set of workbook pages as GoWorksheets (iPad only), and samples of communication overlays. The GoWorksheets can be used with the free GoWorksheet app or the full GoWorksheet Plus app available on the App Store.
Supporting Research Articles:
Browder, D. M., Jimenez, B. A., Spooner, F., Saunders, A., Hudson, M., & Bethune, K. S. (2012). Early numeracy instruction for students with moderate and severe developmental disabilities. Research and Practice for Persons with Severe Disabilities, 37, 308-320.
Hudson, M.E., Zambone, A., & Brickhouse, J. (2016). Teaching Early Numeracy Skills Using Single Switch Voice-Output Devices to Students with severe Multiple Disabilities. Journal of Development and Physical Disabilities, 28:1, 153-175.
Jimenez, B. A., & Kemmery, M. (2013). Building early numeracy skills in students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 48, 479-490.
Jimenez, B. A., & Staples, K. (2015). Access to the common core state standards in mathematics through early numeracy skill building for students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 50:1, 17-30.
Kindergarteners with ASD – at risk) Root, J., Henning, B., & Jimenez, B. (2019). Building the early number sense of kindergarteners with autism: A replication study. Remedial and Special Education. https://doi.org/10.1177/0741932519873121
(Curriculum – with GoWorksheet maker to develop VM) Jimenez, B. A., & Besaw, J. (2020). Building early numeracy through virtual manipulatives for students with intellectual disability and autism. Education and Training in Autism and Developmental Disabilities, 55(1), 28–44.
|Author||Bree Jimenez, PhD; Diane Browder, PhD; and Alicia F. Saunders, MA.|