Cooking Class For Children With Autism To Improve Fraction Related Performance
School Name
Chapin High School
Grade Level
11th Grade
Presentation Topic
Psychology and Sociology
Presentation Type
Non-Mentored
Written Paper Award
1st Place
Abstract
Autism spectrum disorder refers to a group of complex disorders of brain development characterized by difficulties in social interaction and communication, with many individuals also displaying repetitive behaviors. Scientific studies have demonstrated that early intensive behavioral intervention improves learning, communication and social skills in young children with Autism. The purpose of this project was to determine if children with Autism would learn fraction skills better with hands on learning rather than in a regular classroom environment. A group of three students (grades 3rd and 4th) were taught fraction skills through cooking, measuring and reading fractions. They attended five, one hour, cooking classes, with all classes including use of fractions in following recipes and measuring ingredients. To document changes in their abilities to use fractions appropriately, students were given multiple pre-tests and a post-test. Throughout the classes, multiple fraction evaluations were completed by the students. There was an increase in scores for Students A and B, while Student C stayed the same. A matched pairs t-test was completed for both a pre/post-test and an advanced pre/post-test. P-values were 0.33 and 0.50 respectively indicating that this study was not statistically significant.
Recommended Citation
McCall, Samantha and Tempel, Abigail, "Cooking Class For Children With Autism To Improve Fraction Related Performance" (2015). South Carolina Junior Academy of Science. 162.
https://scholarexchange.furman.edu/scjas/2015/all/162
Start Date
4-11-2015 8:45 AM
End Date
4-11-2015 9:00 AM
Cooking Class For Children With Autism To Improve Fraction Related Performance
Autism spectrum disorder refers to a group of complex disorders of brain development characterized by difficulties in social interaction and communication, with many individuals also displaying repetitive behaviors. Scientific studies have demonstrated that early intensive behavioral intervention improves learning, communication and social skills in young children with Autism. The purpose of this project was to determine if children with Autism would learn fraction skills better with hands on learning rather than in a regular classroom environment. A group of three students (grades 3rd and 4th) were taught fraction skills through cooking, measuring and reading fractions. They attended five, one hour, cooking classes, with all classes including use of fractions in following recipes and measuring ingredients. To document changes in their abilities to use fractions appropriately, students were given multiple pre-tests and a post-test. Throughout the classes, multiple fraction evaluations were completed by the students. There was an increase in scores for Students A and B, while Student C stayed the same. A matched pairs t-test was completed for both a pre/post-test and an advanced pre/post-test. P-values were 0.33 and 0.50 respectively indicating that this study was not statistically significant.
