Content area
Full text
J Autism Dev Disord (2014) 44:180193 DOI 10.1007/s10803-013-1863-2
ORIGINAL PAPER
Virtual and Concrete Manipulatives: A Comparisonof Approaches for Solving Mathematics Problems for Students with Autism Spectrum Disorder
Emily C. Bouck Rajiv Satsangi
Teresa Taber Doughty William T. Courtney
Published online: 7 June 2013 Springer Science+Business Media New York 2013
Abstract Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction for this population. This single subject alternating treatment design study explored the effectiveness of concrete (physical objects that can be manipulated) and virtual (3-D objects from the Internet that can be manipulated) manipulatives to teach single- and double-digit subtraction skills. Participants in this study included three elementary-aged students (ages ranging from 6 to 10) diagnosed with ASD. Students were selected from a clinic-based setting, where all participants received medically necessary intensive services provided via one-toone, trained therapists. Both forms of manipulatives successfully assisted students in accurately and independently solving subtraction problem. However, all three students demonstrated greater accuracy and faster independence with the virtual manipulatives as compared to the concrete manipulatives. Beyond correctly solving the subtraction problems, students were also able to generalize their learning of subtraction through concrete and virtual manipulatives to more real-world applications.
Keywords Mathematics Academic content ASD
Elementary
Introduction
Instructional programs for students with autism spectrum disorders (ASD) typically focus on skills related to communication (e.g., Petursdottir and Carr 2011; Plavnick and Ferreri 2011; Prelock et al. 2011) and social skills (e.g., Banda et al. 2010; Hagopian et al. 2009; Wang and Spil-lane 2009). When academic instruction does occur for students with ASD, it generally involves functional academics and life skills rather than traditional age- and grade-level academic content areas (e.g., Cihak and Grim 2008; Rayner 2011). The lack of attention to grade-level content in research and presumably practice can be disadvantageous given that approximately one-third of students with ASD are included in general education classrooms and receive general education content (U.S. Department of Education 2009). Within the limited research base regarding the acquisition of traditional academic skills by students with ASD, the focus is primarily on literacy skills (e.g., Basil and Reyes 2003; Bosseler and Massaro 2003; Clark and Green...