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

Autor/inn/en	Long, Holly M.; Bouck, Emily C.; Jakubow, Larissa
Titel	Teaching Subtraction to Students with Autism Online via the VRA Instructional Sequence
Quelle	In: Education and Training in Autism and Developmental Disabilities, 58 (2023) 1, S.89-105 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Autism Spectrum Disorders; Mathematics Instruction; Subtraction; Educational Technology; Manipulative Materials; Students with Disabilities; Intervention; Mathematical Concepts; Concept Formation; Instructional Effectiveness; Prompting; Grade 3; Grade 4; Grade 9; Grade 6; Accuracy; Mathematics Skills + Suchen Sie Ihr Suchwort? Autism; Autismus; Mathematics lessons; Mathematikunterricht; Subtraktion; Unterrichtsmedien; Hilfsmittel; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Concept learning; Begriffsbildung; Unterrichtserfolg; Benutzerführung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 09; 9. Schuljahr; Schuljahr 09; School year 06; 6. Schuljahr; Schuljahr 06; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	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. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01