Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder

Gulnoza Yakubova, Elizabeth Murphy Hughes, Erin Hornberger

Research output: Contribution to journalArticle

27 Scopus citations

Abstract

The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach mathematics problem-solving when working on word problems involving subtracting mixed fractions with uncommon denominators. Using a multiple-probe across students design of single-case methodology, three high school students with ASD completed the study. All three students demonstrated greater accuracy in solving fraction word problems and maintained accuracy levels at a 1-week follow-up.

Original languageEnglish (US)
Pages (from-to)2865-2875
Number of pages11
JournalJournal of Autism and Developmental Disorders
Volume45
Issue number9
DOIs
StatePublished - Sep 1 2015

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

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