Teaching Subtraction to Students with Autism Online via the VRA Instructional Sequence

The virtual-representational-abstract (VRA) instructional sequence presents as a viable mathematics intervention for students with disabilities, including students with autism spectrum disorder (ASD). Yet, to date, all research has been conducted face-to-face with students. However, virtual manipula...

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Bibliographic Details
Published in:Education and training in autism and developmental disabilities 2023-03, Vol.58 (1), p.89-105
Main Authors: Long, Holly M, Bouck, Emily C, Jakubow, Larissa
Format: Article
Language:English
Subjects:
Accuracy
Autism
Autism Spectrum Disorders
Concept Formation
Developmental disabilities
Direct Instruction
Distance learning
Educational Environment
Educational Technology
Evidence-based practice
Grade 3
Grade 4
Grade 6
Grade 9
Instructional Effectiveness
Intervention
Manipulative Materials
Mathematical Concepts
Mathematics
Mathematics Instruction
Mathematics Skills
Middle schools
Multiplication & division
Online instruction
Prompting
Researchers
School environment
Skills
Social networks
Special education
Students with Disabilities
Subtraction
Teaching
Teaching Methods
Video teleconferencing
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Description
Summary:The virtual-representational-abstract (VRA) instructional sequence presents as a viable mathematics intervention for students with disabilities, including students with autism spectrum disorder (ASD). Yet, to date, all research has been conducted face-to-face with students. However, virtual manipulatives provide an opportunity for educators to provide effective interventions virtually, both during emergency situations as well as to support students who have limited access to services. The purpose of this study was to examine the effects of the intervention package of the VRA instructional sequence with explicit instruction and the system of least prompts delivered virtually, on the accuracy and independence of four individuals with ASD solving double-digit subtraction with regrouping problems. Researchers found a functional relation between the intervention package and student accuracy.
ISSN:2154-1647