Using an Online Multi-Component Intervention to Teach Mathematics to Autistic Secondary School Students

The purpose of this study was to examine the effects of an online, multi-component intervention (video modeling, online mathematical games, self monitoring checklists, and least to most prompting) in teaching mathematics skills to autistic secondary school students using a multiple probe design acro...

Full description

Saved in:
Bibliographic Details
Published in:Education and training in autism and developmental disabilities 2024-09, Vol.59 (3), p.274-291
Main Authors: Yakubova, Gulnoza, Chen, Briella Baer, Gupta, Stuti, Al-Dubayan, Monerah N
Format: Article
Language:English
Subjects:
Autism
Autistic children
Distance learning
Education
Educational Strategies
Elementary school students
Individualized Instruction
Intervention
Mathematics
Mathematics skills
Measurement
Online instruction
Pandemics
Problem solving
Public health
Secondary school students
Secondary schools
Skills
Students
Students with disabilities
Task analysis
Teachers
Teaching
Video conferencing
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The purpose of this study was to examine the effects of an online, multi-component intervention (video modeling, online mathematical games, self monitoring checklists, and least to most prompting) in teaching mathematics skills to autistic secondary school students using a multiple probe design across skills. This study is unique from previous studies as most of the evidence on the effects of video modeling instruction comes from in-person instructional settings. Two secondary school autistic students participated in an intervention twice a week synchronously via Zoom video conferencing platform. Each student worked on three types of mathematics problems based on their individual learning needs throughout the study (simplifying ratios, adding mixed fractions, dividing fractions, and measurement). Student accuracy in solving mathematics problems was the dependent variable which was analyzed through a visual analysis method. Visual analysis of data showed the presence of a functional relation between the virtual intervention and students' improvement of mathematics skills. Students also showed evidence of skill maintenance. These findings add to scant evidence on virtual instructional supports in teaching mathematics to autistic secondary school students.
ISSN:2154-1647