The purpose of this study was to determine the effectiveness of a video modeling intervention with concrete–representational–abstract instructional sequence in teaching mathematics concepts to students with autism spectrum disorder (ASD). A multiple baseline across skills design of single-case experimental methodology was used to determine the effectiveness of the intervention on the acquisition and maintenance of addition, subtraction, and number comparison skills for four elementary school students with ASD. Findings supported the effectiveness of the intervention in improving skill acquisition and maintenance at a 3-week follow-up. Implications for practice and future research are discussed.
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This project was supported by a grant from Faculty Development Fund at Duquesne University awarded to Gulnoza Yakubova and Elizabeth M. Hughes.
GY conceived of the study, participated in its design, data analysis, coordinated and drafted the manuscript; EMH participated in the design and coordination and helped to draft the manuscript; MS participated in data collection and helped to draft the manuscript.
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Yakubova, G., Hughes, E.M. & Shinaberry, M. Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder. J Autism Dev Disord 46, 2349–2362 (2016). https://doi.org/10.1007/s10803-016-2768-7
- Concrete–representational–abstract instructional sequence
- Technology-based intervention