Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder

Yakubova, Gulnoza; Hughes, Elizabeth M.; Shinaberry, Megan

doi:10.1007/s10803-016-2768-7

Cited by 46 publications

(39 citation statements)

References 29 publications

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“…All of the studies included in the review employed instructional strategies that have been shown to be effective in teaching academic skills, including mathematics, to students with MSD (Browder et al, 2008; Hudson, Browder, & Wood, 2013; King, Lemons, & Davidson, 2016; Spooner et al, 2012). However, findings indicated that researchers are increasingly examining instructional approaches that have been found to be effective in teaching mathematics to students without disabilities including the use of the CRA instructional approach, schema-based instruction, anchored instruction, and the use of technology (Bottge et al, 2003; Jitendra et al, 2012; NCTM, 2000; What Works Clearinghouse, 2012; Yakubova et al, 2016). This is a promising finding because it shows that researchers are becoming more cognizant of the need to teach the conceptual processes that undergird the successful use of mathematics in day-to-day activities including problem solving, reasoning and proof, communicating mathematical ideas, making mathematical connections, and representing mathematical ideas (NCTM, 2000).…”

Section: Discussionmentioning

confidence: 99%

Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature

Bowman

McDonnell

Ryan

et al. 2019

Focus Autism Other Dev Disabl

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Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature

Bowman

McDonnell

Ryan

et al. 2019

Focus Autism Other Dev Disabl

View full text Add to dashboard Cite

show abstract

“…For example, Stroizer, Hinton, Flores and LaTonya (2015) used a CRA methodology to teach addition and subtraction involving regrouping and numerical facts involving multiplications to three students with ASD improving their conceptual comprehension of these operations. The work by Yakubova, Hughes and Shinaberry (2016) has shown the effectiveness of a video modeling intervention with CRA instructional sequence when teaching mathematics concepts to students with ASD. Some other intervention studies have successfully used virtual and concrete manipulatives to teach students with ASD arithmetic facts (Bouck, Satsangi, Doughty, & Courtney, 2014) and problem solving (Root, Browder, Saunders, & Lo, 2016).…”

mentioning

confidence: 99%

Estudio Exploratorio sobre Estrategias y Errores de un Estudiante con Trastorno del Espectro Autista al Resolver Problemas de División Partitiva

Polo-Blanco

López

Bruno

2019

Rev. bras. educ. espec.

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RESUMEN: En los últimos años ha aumentado notablemente el interés por analizar el rendimiento académico de los estudiantes con trastorno del espectro autista (TEA). Entre las materias escolares, las matemáticas son uno de los grandes obstáculos que encuentran estos estudiantes. Por consiguiente, es fundamental mejorar nuestro conocimiento sobre el modo en que los estudiantes con TEA aprenden diferentes conceptos matemáticos para luego proporcionarles métodos de enseñanza adaptados a sus necesidades. Este documento explora las estrategias y los errores que un estudiante de 11 años diagnosticado con TEA muestra al resolver problemas aritméticos verbales de división. Se diseñó una secuencia de enseñanza compuesta por problemas en dos formatos diferentes: con y sin material manipulativo. Se recogieron datos durante 15 sesiones de una hora en las cuales el estudiante resolvió un total de 49 problemas. Los resultados muestran una clara preferencia por la estrategia de reparto por múltiplos para los problemas en los que dispone de material manipulativo, mientras que recurre principalmente a la estrategia de reparto uno a uno cuando no dispone de material. Se identifica un conjunto de errores relacionados con los significados de las nociones de partición, equidad y representatividad, necesarios para resolver con éxito problemas aritméticos verbales de división partitiva.

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“…Previous and current research reviews have indicated the effectiveness of video instruction for learners with an autism spectrum disorder on a variety of target skills including socialcommunication (Green et al 2017;Lee et al 2017;Macpherson et al 2015;Shukla-Mehta et al 2010), daily living (Mechling et al 2015), academic (Yakubova et al 2016), vocational (Seaman and Cannella-Malone 2016), and recreational skills (Sherrow et al 2016).…”

Section: Historical Backgroundmentioning

confidence: 99%

Video Instruction

Mehta

Miller

2020

Encyclopedia of Autism Spectrum Disorders

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Video instruction is a teaching technique where learners perform specific target skills (e.g., social, communication, academic, daily chores, vocational, recreational) in natural activity contexts immediately after watching a customized video in which a model performs the expected target behaviors. The video model could be same-age peers, siblings, adults, or the learners themselves. Video instruction comprises several techniques including video modeling, video self-modeling, point-of-view video modeling, and video prompting. Video modeling is described as a process where (1) a video clip is created that shows a model performing the target skill in a specific activity context in its entirety; (2) a learner is asked to watch the video clip prior to entering the same activity context; (3) an instructor provides prompts and reinforcers to the learner for attending to relevant stimuli; and (4) the learner imitates the observed behavior when provided with the opportunity to perform the same skill.

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Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder

Cited by 46 publications

References 29 publications

Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature

Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature

Estudio Exploratorio sobre Estrategias y Errores de un Estudiante con Trastorno del Espectro Autista al Resolver Problemas de División Partitiva

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