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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
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Teaching students with ASD to solve fraction computations using a video modeling instructional package.
Gulnoza Yakubova1, Elizabeth M Hughes2, Briella Baer Chen1
1University of Maryland, College Park, United States.
Research in Developmental Disabilities
|April 5, 2020
Summary
This study shows that video modeling and manipulatives effectively improve fraction problem-solving skills for middle school students with autism spectrum disorder (ASD). The intervention also helped generalize skills to new problem types.
Area of Science:
- Educational Psychology
- Special Education
- Applied Behavior Analysis
Background:
- Growing research supports students with autism spectrum disorder (ASD) in inclusive settings.
- Technology-based interventions can offer personalized learning experiences.
- Few studies focus on teaching fraction problem-solving to students with ASD.
Purpose of the Study:
- To evaluate the impact of video modeling (VM), concrete manipulatives, self-monitoring, and practice on fraction problem-solving accuracy.
- To assess the effectiveness of a multi-component intervention for middle school students with ASD.
Main Methods:
- A single-case multiple probe across students experimental design was employed.
- The study examined the functional relationship between the intervention and improved accuracy in solving simple proper fractions.
Main Results:
- All three participating students demonstrated increased accuracy in solving simple proper fraction problems.
- Two students successfully generalized their fraction problem-solving skills to whole proper fractions.
Conclusions:
- The intervention, combining VM, manipulatives, and behavioral strategies, provides a viable option for educators.
- This approach accommodates the diverse learning needs of students with ASD in various educational settings.
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