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17-03-2016 | Original Paper | Uitgave 7/2016

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

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 7/2016

Auteurs:: Gulnoza Yakubova, Elizabeth M. Hughes, Megan Shinaberry

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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.

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Titel: Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder
Auteurs:: Gulnoza Yakubova
Elizabeth M. Hughes
Megan Shinaberry
Publicatiedatum: 17-03-2016
DOI: https://doi.org/10.1007/s10803-016-2768-7
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 7/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

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