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 language | English (US) |
|---|---|
| Pages (from-to) | 12-18 |
| Number of pages | 7 |
| Journal | Preventing School Failure |
| Volume | 64 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2 2020 |
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All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
Cite this
}
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 journal › Article
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.
UR - http://www.scopus.com/inward/record.url?scp=85067688890&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85067688890&partnerID=8YFLogxK
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 -