TY - JOUR
T1 - Supporting students with ASD in mathematics learning using video-based concrete-representational-abstract sequencing instruction
AU - Yakubova, Gulnoza
AU - Hughes, Elizabeth M.
AU - Baer, Briella L.
PY - 2020/1/2
Y1 - 2020/1/2
N2 - 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.
AB - 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.
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U2 - 10.1080/1045988X.2019.1627999
DO - 10.1080/1045988X.2019.1627999
M3 - Article
AN - SCOPUS:85067688890
VL - 64
SP - 12
EP - 18
JO - Preventing School Failure
JF - Preventing School Failure
SN - 1045-988X
IS - 1
ER -