Improving the Numeracy Skills of Children with Autism through Reinforcements

Abstract

INTRODUCTION

This study aimed to determine the effectiveness of positive reinforcements in improving the numeracy skills of children with autism in Batangas City East Elementary School, SDO Batangas City. These children need to receive equal opportunities that the government provides to those who do not have disabilities like equal access to education. One of the academic needs to be addressed to children with autism is the numeracy or Mathematical skills since it plays a significant role in several aspects of everyday life. Educators in their capacity can contribute to the improvement of the quality of life of the increasing number of children with autism.

METHODS

The researcher used quasi-experimental research with one group sampling. This study aimed to determine the improvement of numeracy skills of children with autism through positive reinforcement. The respondents were given a pretest before the learning intervention and the post-test after the learning intervention. A validated pretest was administered before the learning intervention and utilization of the prototype lesson plan. The teaching-learning process followed the procedure indicated in the plan to carry out the objectives and developed the numeracy skill.

RESULTS

Results showed improvement level in the pretest for the counting, sorting and classifying, number sense, measurement, and data analysis were 7.0 or 70%, 6.5 or 65%, 6.25 or 62.50%, 6.5 or 65%, and 7.25 or 75%, respectively. The posttest mean were 9.25 or 92.25% (counting), 9.5 or 95% (sorting and classifying), 9.25 or 92.50% (number sense), 9.5 or 95% (measurement), and 10 or 100% (data analysis.) The pretest and posttest results showed mean differences in five numeracy skills taught as evidenced by 2.25 or 22.5% improvement on counting, 3.0 or 30.0% on sorting and classifying, number sense and measurement and 2.75 or 27.5% on data analysis.

DISCUSSIONS

The subjects of the study were motivated for greater participation through the application of the theory of positive reinforcements and the zone of proximal development by B.F Skinners and Lev Vygotsky. The numeracy skills of the children with autism improved because they were properly guided by the teacher, interest was sustained through the use of varied instructional material in the learning activities. The holistic approach made during the learning intervention helped the subjects not only to learn the numeracy skills but at the same time they enjoyed learning together with their peers.