An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students with ASD and IDD

Autor/inn/en	Long, Holly M.; Bouck, Emily C.; Kelly, Hailey
Titel	An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students with ASD and IDD
Quelle	In: Focus on Autism and Other Developmental Disabilities, 38 (2023) 3, S.147-157 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Long, Holly M.) ORCID (Bouck, Emily C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576221121654
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Intellectual Disability; Manipulative Materials; Educational Technology; Electronic Learning; Evidence Based Practice; Mathematics Instruction; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Hilfsmittel; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht
Abstract	Virtual manipulatives are increasingly being used to support students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD), in mathematics. However, to date, virtual manipulatives have not been examined or classified as an evidence-based practice for students with ASD/IDD, despite classifications of virtual manipulatives as evidence-based for students with learning disabilities (LD; Park, Bouck, & Fisher, 2021) and concrete manipulatives as evidence-based for students with ASD/IDD (Spooner et al., 2019). The purpose of this review was to assess the current state of the literature on virtual manipulatives and determine whether virtual manipulatives are an evidence-based practice for students with ASD/IDD. Eighteen of the 24 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 42 students. The authors of this synthesis concluded virtual manipulatives broadly--and virtual manipulative-based instructional sequences disaggregated--are evidence-based practices in mathematics for students with ASD/IDD. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01