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

Gulnoza Yakubova, Elizabeth M. Hughes, Megan Shinaberry

Research output: Contribution to journalArticlepeer-review

25 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 languageEnglish (US)
Pages (from-to)2349-2362
Number of pages14
JournalJournal of Autism and Developmental Disorders
Volume46
Issue number7
DOIs
StatePublished - Jul 1 2016

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

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