Learning with Technology: Video Modeling with Concrete-Representational-Abstract Sequencing for Students with Autism...

Area of Science:

• Special Education
• Applied Behavior Analysis
• Autism Spectrum Disorder Research

Background:

• Students with autism spectrum disorder (ASD) often face challenges in acquiring foundational mathematics skills.
• Effective instructional strategies are crucial for improving mathematical learning in students with ASD.

Purpose of the Study:

• To evaluate the effectiveness of a video modeling intervention using a concrete-representational-abstract (CRA) sequence.
• To assess the intervention's impact on mathematics concept acquisition and maintenance for students with ASD.

Main Methods:

• Employed a single-case experimental methodology with a multiple baseline across skills design.
• Intervention involved video modeling with a CRA instructional sequence.
• Targeted skills included addition, subtraction, and number comparison for four elementary students with ASD.

Main Results:

• The video modeling intervention demonstrated effectiveness in improving skill acquisition.
• Sustained skill maintenance was observed at a 3-week follow-up.
• Positive outcomes were noted for all participating elementary students with ASD.

Conclusions:

• The video modeling intervention with a CRA sequence is an effective approach for teaching mathematics to students with ASD.
• Findings support the integration of this intervention in educational settings for students with ASD.
• Further research is recommended to explore broader applications and long-term effects.