Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder.
The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach mathematics problem-solving when working on word problems involving subtracting mixed fractions with uncommon denominators. Using a multiple-probe across students design of single-case methodology, three high school students with ASD completed the study. All three students demonstrated greater accuracy in solving fraction word problems and maintained accuracy levels at a 1-week follow-up.
Department of Counseling, Psychology and Special Education, Duquesne University, G9-C Canevin Hall, 600 Forbes Avenue, Pittsburgh, PA, 15282, USA, yakubovag@duq.edu.
Gulnoza
G
Yakubova
Elizabeth M
EM
Hughes
Erin
E
Hornberger
D000293:Adolescent; D000067877:Autism Spectrum Disorder / Q000523:psychology*; D004519:Education, Special / Q000379:methods*; D006801:Humans; D008433:Mathematics / Q000193:education*; D011340:Problem Solving; D013334:Students