Teacher-delivered virtual manipulative mathematics intervention to individuals with extensive support needs

Area of Science:

• Special Education
• Mathematics Education
• Learning Disabilities

Background:

• Mathematics is crucial for academic and post-school success for students with disabilities.
• Research on interventions for students with disabilities in mathematics, particularly those with extensive support needs (ESN), is limited.
• Few studies validate interventions delivered by special education teachers for students with ESN.

Purpose of the Study:

• To investigate the effectiveness of a virtual manipulatives-based instructional sequence for teaching equivalent fractions.
• To assess the intervention's efficacy when delivered by a special education teacher working directly with students.
• To examine the long-term maintenance of the acquired skill.

Main Methods:

• Employed a virtual manipulatives-based instructional sequence to teach equivalent fractions.
• Intervention delivered by the students' regular special education teacher.
• Assessed skill acquisition and maintenance over time, including with the addition of a self-monitoring strategy.

Main Results:

• All three participating students (aged 15-17) acquired the skill of equivalent fractions.
• One student maintained the skill for up to eight weeks without additional support.
• The other two students maintained the skill with the implementation of a self-monitoring strategy.

Conclusions:

• Virtual manipulatives are an effective tool for teaching equivalent fractions to students with disabilities.
• Special education teachers can successfully implement targeted interventions.
• Self-monitoring strategies can enhance skill maintenance for students with extensive support needs.