Supporting students with ASD in mathematics learning using video-based concrete-representational-abstract sequencing instruction

Gulnoza Yakubova, Elizabeth M. Hughes, Briella L. Baer

Research output: Contribution to journalArticle

Abstract

With the increasing attention and surge of empirical research in providing academic instruction for students with autism spectrum disorder (ASD) comes the need to provide teachers with research-supported strategies. Using one evidence-based strategy for teaching mathematics to students with high incidence disabilities, and another for teaching primarily nonacademic skills to students with ASD, this article offers practical tips for implementing a unique and innovative approach to providing mathematics instruction to students with ASD across a variety of instructional contexts. Guidelines to develop and implement the concrete-representational-abstract (CRA) sequencing instruction with video-based instruction (VBI) in teaching mathematics to students with ASD are provided.

Original languageEnglish (US)
Pages (from-to)12-18
Number of pages7
JournalPreventing School Failure
Volume64
Issue number1
DOIs
StatePublished - Jan 2 2020

Fingerprint

Mathematics
autism
video
Learning
mathematics
Students
instruction
Teaching
learning
student
mathematics instruction
Empirical Research
empirical research
incidence
disability
Autism Spectrum Disorder
Guidelines
Incidence
teacher
Research

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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Supporting students with ASD in mathematics learning using video-based concrete-representational-abstract sequencing instruction. / Yakubova, Gulnoza; Hughes, Elizabeth M.; Baer, Briella L.

In: Preventing School Failure, Vol. 64, No. 1, 02.01.2020, p. 12-18.

Research output: Contribution to journalArticle

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