Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder

Gulnoza Yakubova; Elizabeth M. Hughes; Megan Shinaberry

doi:10.1007/s10803-016-2768-7

Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder

Gulnoza Yakubova, Elizabeth M. Hughes, Megan Shinaberry

Educational Psychology, Counseling, and Special Education

Research output: Contribution to journal › Article › peer-review

54 Scopus citations

Abstract

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.

Original language	English (US)
Pages (from-to)	2349-2362
Number of pages	14
Journal	Journal of Autism and Developmental Disorders
Volume	46
Issue number	7
DOIs	https://doi.org/10.1007/s10803-016-2768-7
State	Published - Jul 1 2016

All Science Journal Classification (ASJC) codes

Developmental and Educational Psychology

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10.1007/s10803-016-2768-7

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abstract = "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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Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder

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