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Abstract: Instructional technology is growing at rapid rates. In the field of mathematics, virtual manipulatives are a research-based tool that has shown to have a positive impact on students' mathematic achievement, as well as student engagement in learning. In an effort to extend the research, this study investigated the impact of virtual manipulatives, when paired with research- (i.e., story-based math lessons) and evidence-based practices (i.e., systematic instruction, graphic organizers, manipulatives). This study used a single-case multiple probe across early numeracy math skills, with replication across student design. Two elementary students with autism and moderate intellectual disability used virtual manipulatives embedded within a story context to gain three early numeracy skills (i.e., set making, measurement, pattern making). Visual analysis of baseline, intervention, and maintenance phase data indicated a functional relationship between the use of virtual manipulatives and student math skills, and statistical analysis (Tau-U) further supported this with a large effect. Additionally, the virtual manipulatives were found to be more engaging than the tangible math manipulatives. Students were able to generalize and maintain the early numeracy skills across new math contexts. Implications and recommendations for practice and future research are provided.
In the most recent review of the literature on teaching mathematics to students with moderate and severe developmental disability, Spooner et al. (2018) examined research from 2005-2016. Spooner and colleagues found overall expectations for mathematics instruction has increased in hindsight of Browder et al.'s, 2008 analysis of the literature. While both the 2008 and 2018 reviews identified systematic instruction as an evidence-based practice, the most recent review identified additional practices as evidence-based. Specifically, Spooner et al. (2018) found explicit instruction, graphic organizers, instructional procedures of technology-aided instruction, and manipulatives to join the ranks as evidence-based practices to teaching mathematics to students with moderate and severe intellectual disabilities, including autism.
With increased expectations for students with severe disability, the findings of Spooner etal. (2018) begin to resemble research-based practice of the field of mathematics in general. Specifically, math instruction for students with severe disability has begun to bear a resemblance to that of learning disabilities (Gersten et al., 2009). Numerous studies have evaluated the effectiveness of manipulatives as a tool in building Concrete-RepresentationalAbstract (CRA) sequence (Gersten et al., 2009). Via explicit instruction, CRA moves students...