Mathematics Learning Through Online Video-Based Instruction for an Autistic Child.

Area of Science:

• Developmental Psychology
• Special Education
• Applied Behavior Analysis

Background:

• Early mathematics skills are crucial for academic success.
• Children with autism spectrum disorder (ASD) often face challenges in mathematics acquisition.
• Virtual learning environments offer novel approaches for educational interventions.

Purpose of the Study:

• To evaluate the efficacy of a video modeling (VM) intervention package for teaching foundational mathematics skills to a young child with autism.
• To determine if a synchronous virtual environment can effectively deliver VM interventions.
• To assess the impact of VM on addition, number comparison, and subtraction skills.

Main Methods:

• A single-case experimental design utilizing a multiple probe across skills design was employed.
• The intervention involved video modeling (VM) with virtual manipulatives and error correction.
• The intervention was delivered in a synchronous, virtual environment to a five-year-old autistic child.

Main Results:

• The child demonstrated significant improvements in accuracy across all three targeted mathematics skills (addition, number comparison, subtraction).
• Post-intervention, the child maintained 100% accuracy in problem-solving.
• Generalization and immediate maintenance of skills were observed at 100% accuracy.

Conclusions:

• The video modeling (VM) intervention package delivered in a virtual environment is effective for teaching mathematics skills to young children with autism.
• This approach shows promise for improving mathematics outcomes in children with ASD.
• Virtual learning environments can be a viable platform for delivering specialized educational interventions.