Gulnoza Yakubova1, Elizabeth M Hughes2, Briella Baer Chen3. 1. University of Maryland, College Park, United States. Electronic address: gulnoza@umd.edu. 2. The Pennsylvania State University, United States. 3. University of Maryland, College Park, United States.
Abstract
BACKGROUND: With the surge of intervention research examining ways of supporting students with autism spectrum disorder (ASD) in inclusive settings, there remains a need to examine how technology supports could enhance students' learning by offering one size fits one instruction. Furthermore, intervention studies focused on teaching students with ASD how to solve fractions are scarce. AIMS: The purpose of this research study was to examine the effects of providing instruction via video modeling (VM), concrete manipulatives, a self-monitoring checklist, and practice for comprehension check on the accuracy of fraction problem solving of three middle school students with ASD. METHODS AND PROCEDURES: Through the use of single-case multiple probe across students experimental design, we examined whether a functional relation existed between the intervention and students' improved accuracy of solving simple proper fraction problems. OUTCOMES AND RESULTS: All three students improved the accuracy of solving simple proper fraction problems from baseline to intervention sessions and two students generalized the skill to solving whole proper fraction problems. CONCLUSIONS AND IMPLICATIONS: The intervention consisting of VM and concrete manipulatives along with additional behavioral strategies offers an option for teachers to accommodate diverse learning needs of students with ASD in a variety of settings.
BACKGROUND: With the surge of intervention research examining ways of supporting students with autism spectrum disorder (ASD) in inclusive settings, there remains a need to examine how technology supports could enhance students' learning by offering one size fits one instruction. Furthermore, intervention studies focused on teaching students with ASD how to solve fractions are scarce. AIMS: The purpose of this research study was to examine the effects of providing instruction via video modeling (VM), concrete manipulatives, a self-monitoring checklist, and practice for comprehension check on the accuracy of fraction problem solving of three middle school students with ASD. METHODS AND PROCEDURES: Through the use of single-case multiple probe across students experimental design, we examined whether a functional relation existed between the intervention and students' improved accuracy of solving simple proper fraction problems. OUTCOMES AND RESULTS: All three students improved the accuracy of solving simple proper fraction problems from baseline to intervention sessions and two students generalized the skill to solving whole proper fraction problems. CONCLUSIONS AND IMPLICATIONS: The intervention consisting of VM and concrete manipulatives along with additional behavioral strategies offers an option for teachers to accommodate diverse learning needs of students with ASD in a variety of settings.