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Abstract : 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.
Mathematics instruction can help autistic students with increased independence in post-school areas of independent living, post-secondary education and training, and employment (Wong et al., 2021). Yet, autistic children may display heterogenous learning needs and may need a range of individualized supports across a range of academic, workforce, and community settings throughout the lifespan (Lord et al., 2022). When it comes to mathematics, many of these students struggle with mathematics due to various challenges with executive functioning, comprehension, and additional disability in mathematics (Mayes & Calhoun, 2006; Meyer & Minshew, 2002; Williams et al., 2008).
Research on mathematics instruction for autistic students has drastically increased over the last decade but is still lower than studies
Correspondence concerning this article should be addressed to Gulnoza Yakubova, Department of Counseling, Higher Education, and Special Education, 3214 Benjamin Building, University of Maryland, College Park, MD 20742. E-mail: [email protected]
on other academic skills, such as literacy and collateral academic behaviors (Alresheed et al., 2018). When teaching mathematics to students from kindergarten to high school grades, numerous strategies have been effective. For instance, researchers have examined the use of explicit instruction, technology-based interventions, task analysis, prompting, schema-based instruction, and self-monitoring checklists...