Dr Monica E. Carr is a researcher at The University of Melbourne, focused on evidence based practice for individuals with Autism Spectrum Disorder. Dr Carr regularly presents her research at autism and mathematical conferences around the globe and is an active member of autism societies in the USA, Europe, and the Asia-Pacific Region. Dr Carr is a member of the Academic and Examinations Board of Genesis School for Special Education, Singapore.
Annales Universitatis Paedagogicae Cracoviensis Studia ad Didacticam Mathematica Pertinentia, 2019
Individuals diagnosed with Autism Spectrum Disorder (ASD), the fastest growing disability group, ... more Individuals diagnosed with Autism Spectrum Disorder (ASD), the fastest growing disability group, exhibit varying degrees of intellectual ability. Students with ASD are increasingly held accountable to academic standards comparable to their peers. Applied Behavior Analysis (ABA) is widely considered best practice for supporting these students. Twenty-six single-case design (SCD) mathematics classroom teaching interventions, conducted with students diagnosed with ASD, were systematically located and reviewed in detail. Most interventions were conducted in special education mathematics classrooms involving low ability students. Interventions typically targeted simple mathematics skills, and a paucity of research addressing more complex mathematical skills was noted. Elsewhere in the literature, teachers who have students with ASD in their classrooms reported having received no autism training, and described subsequent stress and potential to burnout as a result. A need for future research with high ability mathematics students is observed, and the relevance of a values paradigm approach is proposed.
A seminal literature review of values in mathematics education was conducted at the turn of the c... more A seminal literature review of values in mathematics education was conducted at the turn of the century, and at that time revealed a paucity of research in this area (Bishop et al. in Values in mathematics teaching: The hidden persuaders? Dordrecht, The Netherlands: Kluwer Academic Publishers, 2003). Bishop and colleagues noted that a change in the values being taught is implicit in any recommendation for changing teaching, and argued that any significant development in mathematics education probably implies a change in values. Research in values in mathematics education remains a high priority today as STEM participation and achievement around the globe continues to encounter many challenges. This chapter presents an updated systematic literature review of values in mathematics classrooms with a view to identifying what has been achieved more recently in this field. Using a systematic search of peer-reviewed publications, some 299 abstracts met key term search criteria. Following an examination of the abstracts, a final data set of 34 studies were retained for further review and analysis. Research methodology, geographic location, stakeholder-teacher or student-valuing, age, grade level, gender, and a summary of original main conclusions were reported for each of the relevant studies. Results were synthesized across the data set to describe where the body of research is at currently.
In this chapter, the authors explored the effects of grade levels on what students find important... more In this chapter, the authors explored the effects of grade levels on what students find important in their mathematics learning in Ghana. A survey involving 1,256 primary, junior high and senior high school students was conducted in the Cape Coast Metropolis of Ghana, using the WIFI questionnaire. It revealed that the Ghana-ian students valued attributes such as achievement, relevance, fluency, authority, the use of ICT, versatility and Strategies in their learning of mathematics. The one-way Multivariate Analysis of Variance (MANOVA) was used to investigate whether significant differences exist in what students valued in mathematics across grade levels. The results revealed a significant effect of grade level on students' valuing in mathematics. Implications for research and curriculum delivery are provided.
1256 students from 18 primary and secondary state schools across urban and rural settings in the
... more 1256 students from 18 primary and secondary state schools across urban and rural settings in the Cape Coast Metropolis of Ghana responded to the ‘What I Find Important (in my mathematics learning)’ questionnaire. The data analysed suggested that students in Ghana valued in their mathematics learning: achievement, relevance, fluency, authority, ICT, versatility, learning environment, strategies, feedback, communication, fun, connections, engagement, applications, and accuracy. The students’ embracing of these attributes is explained by reflecting on the societal and pedagogical norms in Ghana. When compared to high performing economies in East Asia, it was found that most of the Ghanaian attributes represent extrinsic (versus intrinsic) valuing. Implications and suggestions for policy-making and for classroom teachers are provided.
Objective: A diagnosis of autism spectrum disorder (ASD) is often accompanied by challenging beha... more Objective: A diagnosis of autism spectrum disorder (ASD) is often accompanied by challenging behaviour that may limit the ability to engage in education, employment, or social settings. The purpose of this review was to examine the effectiveness of self-management interventions in reducing challenging behaviours for individuals diagnosed with ASD. This review included self-management interventions that specifically targeted a reduction in challenging behaviours as well as studies that specifically targeted skill acquisition and described improvements in challenging behaviours as a collateral effect of the intervention Method: Studies were located by conducting a systematic search of peer-reviewed literature published in English prior to October 2015. The PsycINFO and ERIC databases were searched. A quality assessment was conducted using the What Works Clearinghouse (WWC) guidelines. A final data set of 12 single-subject research design studies that met quality standards was subsequently analysed. Treatment effect sizes were calculated using the percentage of non-overlapping data. Results: Results were analysed by age, gender, symptom severity, presentation of problem behaviour, and the presence of functional behaviour assessments. Results indicated that self-management interventions are effective at decreasing challenging behaviour for children aged four to 18 years who may be described as either high or low functioning. Conclusions: Self-management of challenging behaviour was identified as an emerging treatment, and inclusion within a positive behaviour support framework was argued. Important areas for consideration in future research are described.
Review Journal of Autism and Developmental Disorders, 2014
The widely used percentage of nonoverlapping data (PND) treatment effect calculation was compared... more The widely used percentage of nonoverlapping data (PND) treatment effect calculation was compared to more recently developed methods which, it has been argued, better account for outlying variables and trend in single-case design (SCD) intervention studies. Percentage of all nonoverlapping data (PAND) and nonoverlap of all pairs (NAP) were selected for comparison as both are amenable to hand calculation, making them widely accessible to clinicians and teachers as well as researchers. A data set was developed through a systematic search of peer-reviewed literature on selfmanagement interventions conducted with participants with autism spectrum disorder (ASD). Treatment effect sizes derived from each method were compared for studies that provided sufficient data. Results indicated that PND provided a conservative measure of strength of treatment effect when compared to PAND and NAP scores. Interpretation scales for treatment effect scores derived from each method were reviewed. Implications for selecting a calculation method for participants with ASD are discussed.
Self-management interventions aimed at skill acquisition and/or improving behavior of students di... more Self-management interventions aimed at skill acquisition and/or improving behavior of students diagnosed with autism spectrum disorders were examined. Twenty-three single-subject research design studies met inclusion criteria. Quality assessment of these studies was conducted using the What Works Clearinghouse guidelines, and treatment effect sizes were calculated using the percentage of nonoverlapping data. Results were analyzed by age, setting, functional level, and target behaviors. Results indicate that self-management interventions are effective for increasing both social and academic skills for students of all ages and levels of ability. Results generalized to other settings and untreated behaviors and were maintained over time. Sufficient evidence supports the conclusion that self-management is an evidence-based procedure for students diagnosed with autism spectrum disorders.
Review Journal of Autism and Developmental Disorders, 2014
ABSTRACT Guidelines to inform research evidence standards have acknowledged that there is current... more ABSTRACT Guidelines to inform research evidence standards have acknowledged that there is currently no agreed-upon method for treatment effect size estimation in single-case research. This study has examined the application of treatment effect size calculations to supplement visual analysis in single-case research designs (SCD) for participants with autism spectrum disorder (ASD). Ethical considerations for researchers regarding the collection of baseline data in light of behaviors often associated with ASD are discussed. The adequacy of the volume of data points from baseline and treatment phases was explored, and the conclusion had drawn that the majority of studies were not suitable for regression calculations. The median length of total data series was also explored, and the suitability of three nonparametric hand calculations, percentage of nonoverlap (PND), percentage of all nonoverlapping data (PAND), and nonoverlap of all pairs (NAP), is discussed in this light.
Researchers affiliated with education PhD programs in Australia and New Zealand, and an education... more Researchers affiliated with education PhD programs in Australia and New Zealand, and an education EdD program in the United States aimed to enhance understanding of contemporary education doctorate approaches and challenges. The central research question was: What knowledge will emerge regarding education doctoral programs through the lens of globalization? Using a descriptive interpretive research paradigm, collaborators determined that although education doctorate approaches vary, skills developed are similar. As researchers are increasingly viewed as strategic assets, access to quality education is essential. Doctoral program planners must attend to the paradigm shift away from traditional apprenticeship supervision pedagogy to structured and standardized approaches. For sustainability, online education must be integrated into doctoral programs, while ensuring faculty are trained in distance education theory and best practices. As growth in doctoral enrollments drives the need for more faculty, program planners must also aim to solve related problems of contingent academic labor.
Annales Universitatis Paedagogicae Cracoviensis Studia ad Didacticam Mathematica Pertinentia, 2019
Individuals diagnosed with Autism Spectrum Disorder (ASD), the fastest growing disability group, ... more Individuals diagnosed with Autism Spectrum Disorder (ASD), the fastest growing disability group, exhibit varying degrees of intellectual ability. Students with ASD are increasingly held accountable to academic standards comparable to their peers. Applied Behavior Analysis (ABA) is widely considered best practice for supporting these students. Twenty-six single-case design (SCD) mathematics classroom teaching interventions, conducted with students diagnosed with ASD, were systematically located and reviewed in detail. Most interventions were conducted in special education mathematics classrooms involving low ability students. Interventions typically targeted simple mathematics skills, and a paucity of research addressing more complex mathematical skills was noted. Elsewhere in the literature, teachers who have students with ASD in their classrooms reported having received no autism training, and described subsequent stress and potential to burnout as a result. A need for future research with high ability mathematics students is observed, and the relevance of a values paradigm approach is proposed.
A seminal literature review of values in mathematics education was conducted at the turn of the c... more A seminal literature review of values in mathematics education was conducted at the turn of the century, and at that time revealed a paucity of research in this area (Bishop et al. in Values in mathematics teaching: The hidden persuaders? Dordrecht, The Netherlands: Kluwer Academic Publishers, 2003). Bishop and colleagues noted that a change in the values being taught is implicit in any recommendation for changing teaching, and argued that any significant development in mathematics education probably implies a change in values. Research in values in mathematics education remains a high priority today as STEM participation and achievement around the globe continues to encounter many challenges. This chapter presents an updated systematic literature review of values in mathematics classrooms with a view to identifying what has been achieved more recently in this field. Using a systematic search of peer-reviewed publications, some 299 abstracts met key term search criteria. Following an examination of the abstracts, a final data set of 34 studies were retained for further review and analysis. Research methodology, geographic location, stakeholder-teacher or student-valuing, age, grade level, gender, and a summary of original main conclusions were reported for each of the relevant studies. Results were synthesized across the data set to describe where the body of research is at currently.
In this chapter, the authors explored the effects of grade levels on what students find important... more In this chapter, the authors explored the effects of grade levels on what students find important in their mathematics learning in Ghana. A survey involving 1,256 primary, junior high and senior high school students was conducted in the Cape Coast Metropolis of Ghana, using the WIFI questionnaire. It revealed that the Ghana-ian students valued attributes such as achievement, relevance, fluency, authority, the use of ICT, versatility and Strategies in their learning of mathematics. The one-way Multivariate Analysis of Variance (MANOVA) was used to investigate whether significant differences exist in what students valued in mathematics across grade levels. The results revealed a significant effect of grade level on students' valuing in mathematics. Implications for research and curriculum delivery are provided.
1256 students from 18 primary and secondary state schools across urban and rural settings in the
... more 1256 students from 18 primary and secondary state schools across urban and rural settings in the Cape Coast Metropolis of Ghana responded to the ‘What I Find Important (in my mathematics learning)’ questionnaire. The data analysed suggested that students in Ghana valued in their mathematics learning: achievement, relevance, fluency, authority, ICT, versatility, learning environment, strategies, feedback, communication, fun, connections, engagement, applications, and accuracy. The students’ embracing of these attributes is explained by reflecting on the societal and pedagogical norms in Ghana. When compared to high performing economies in East Asia, it was found that most of the Ghanaian attributes represent extrinsic (versus intrinsic) valuing. Implications and suggestions for policy-making and for classroom teachers are provided.
Objective: A diagnosis of autism spectrum disorder (ASD) is often accompanied by challenging beha... more Objective: A diagnosis of autism spectrum disorder (ASD) is often accompanied by challenging behaviour that may limit the ability to engage in education, employment, or social settings. The purpose of this review was to examine the effectiveness of self-management interventions in reducing challenging behaviours for individuals diagnosed with ASD. This review included self-management interventions that specifically targeted a reduction in challenging behaviours as well as studies that specifically targeted skill acquisition and described improvements in challenging behaviours as a collateral effect of the intervention Method: Studies were located by conducting a systematic search of peer-reviewed literature published in English prior to October 2015. The PsycINFO and ERIC databases were searched. A quality assessment was conducted using the What Works Clearinghouse (WWC) guidelines. A final data set of 12 single-subject research design studies that met quality standards was subsequently analysed. Treatment effect sizes were calculated using the percentage of non-overlapping data. Results: Results were analysed by age, gender, symptom severity, presentation of problem behaviour, and the presence of functional behaviour assessments. Results indicated that self-management interventions are effective at decreasing challenging behaviour for children aged four to 18 years who may be described as either high or low functioning. Conclusions: Self-management of challenging behaviour was identified as an emerging treatment, and inclusion within a positive behaviour support framework was argued. Important areas for consideration in future research are described.
Review Journal of Autism and Developmental Disorders, 2014
The widely used percentage of nonoverlapping data (PND) treatment effect calculation was compared... more The widely used percentage of nonoverlapping data (PND) treatment effect calculation was compared to more recently developed methods which, it has been argued, better account for outlying variables and trend in single-case design (SCD) intervention studies. Percentage of all nonoverlapping data (PAND) and nonoverlap of all pairs (NAP) were selected for comparison as both are amenable to hand calculation, making them widely accessible to clinicians and teachers as well as researchers. A data set was developed through a systematic search of peer-reviewed literature on selfmanagement interventions conducted with participants with autism spectrum disorder (ASD). Treatment effect sizes derived from each method were compared for studies that provided sufficient data. Results indicated that PND provided a conservative measure of strength of treatment effect when compared to PAND and NAP scores. Interpretation scales for treatment effect scores derived from each method were reviewed. Implications for selecting a calculation method for participants with ASD are discussed.
Self-management interventions aimed at skill acquisition and/or improving behavior of students di... more Self-management interventions aimed at skill acquisition and/or improving behavior of students diagnosed with autism spectrum disorders were examined. Twenty-three single-subject research design studies met inclusion criteria. Quality assessment of these studies was conducted using the What Works Clearinghouse guidelines, and treatment effect sizes were calculated using the percentage of nonoverlapping data. Results were analyzed by age, setting, functional level, and target behaviors. Results indicate that self-management interventions are effective for increasing both social and academic skills for students of all ages and levels of ability. Results generalized to other settings and untreated behaviors and were maintained over time. Sufficient evidence supports the conclusion that self-management is an evidence-based procedure for students diagnosed with autism spectrum disorders.
Review Journal of Autism and Developmental Disorders, 2014
ABSTRACT Guidelines to inform research evidence standards have acknowledged that there is current... more ABSTRACT Guidelines to inform research evidence standards have acknowledged that there is currently no agreed-upon method for treatment effect size estimation in single-case research. This study has examined the application of treatment effect size calculations to supplement visual analysis in single-case research designs (SCD) for participants with autism spectrum disorder (ASD). Ethical considerations for researchers regarding the collection of baseline data in light of behaviors often associated with ASD are discussed. The adequacy of the volume of data points from baseline and treatment phases was explored, and the conclusion had drawn that the majority of studies were not suitable for regression calculations. The median length of total data series was also explored, and the suitability of three nonparametric hand calculations, percentage of nonoverlap (PND), percentage of all nonoverlapping data (PAND), and nonoverlap of all pairs (NAP), is discussed in this light.
Researchers affiliated with education PhD programs in Australia and New Zealand, and an education... more Researchers affiliated with education PhD programs in Australia and New Zealand, and an education EdD program in the United States aimed to enhance understanding of contemporary education doctorate approaches and challenges. The central research question was: What knowledge will emerge regarding education doctoral programs through the lens of globalization? Using a descriptive interpretive research paradigm, collaborators determined that although education doctorate approaches vary, skills developed are similar. As researchers are increasingly viewed as strategic assets, access to quality education is essential. Doctoral program planners must attend to the paradigm shift away from traditional apprenticeship supervision pedagogy to structured and standardized approaches. For sustainability, online education must be integrated into doctoral programs, while ensuring faculty are trained in distance education theory and best practices. As growth in doctoral enrollments drives the need for more faculty, program planners must also aim to solve related problems of contingent academic labor.
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Papers by Monica Carr
Cape Coast Metropolis of Ghana responded to the ‘What I Find Important (in my mathematics
learning)’ questionnaire. The data analysed suggested that students in Ghana valued in their
mathematics learning: achievement, relevance, fluency, authority, ICT, versatility, learning
environment, strategies, feedback, communication, fun, connections, engagement, applications, and
accuracy. The students’ embracing of these attributes is explained by reflecting on the societal and
pedagogical norms in Ghana. When compared to high performing economies in East Asia, it was
found that most of the Ghanaian attributes represent extrinsic (versus intrinsic) valuing.
Implications and suggestions for policy-making and for classroom teachers are provided.
Books by Monica Carr
Cape Coast Metropolis of Ghana responded to the ‘What I Find Important (in my mathematics
learning)’ questionnaire. The data analysed suggested that students in Ghana valued in their
mathematics learning: achievement, relevance, fluency, authority, ICT, versatility, learning
environment, strategies, feedback, communication, fun, connections, engagement, applications, and
accuracy. The students’ embracing of these attributes is explained by reflecting on the societal and
pedagogical norms in Ghana. When compared to high performing economies in East Asia, it was
found that most of the Ghanaian attributes represent extrinsic (versus intrinsic) valuing.
Implications and suggestions for policy-making and for classroom teachers are provided.