title: Learning with Technology: Video Modeling with Concrete-Representational-Abstract Sequencing for Students with Autism Spectrum Disorder.
abstract: The purpose of this study was to determine the effectiveness of a video modeling intervention with concrete-representational-abstract instructional sequence in teaching mathematics concepts to students with autism spectrum disorder (ASD). A multiple baseline across skills design of single-case experimental methodology was used to determine the effectiveness of the intervention on the acquisition and maintenance of addition, subtraction, and number comparison skills for four elementary school students with ASD. Findings supported the effectiveness of the intervention in improving skill acquisition and maintenance at a 3-week follow-up. Implications for practice and future research are discussed.
authors.affiliation: Department of Counseling, Psychology and Special Education, Duquesne University, G9-C Canevin Hall, 600 Forbes Avenue, Pittsburgh, PA, 15282, USA. yakubovag@duq.edu.
authors.forename: Gulnoza
authors.initials: G
authors.lastname: Yakubova
authors.affiliation: Department of Counseling, Psychology and Special Education, Duquesne University, G9-B Canevin Hall, 600 Forbes Avenue, Pittsburgh, PA, 15282, USA.
authors.forename: Elizabeth M
authors.initials: EM
authors.lastname: Hughes
authors.affiliation: Department of Counseling, Psychology and Special Education, Duquesne University, 109 Canevin Hall, 600 Forbes Avenue, Pittsburgh, PA, 15282, USA.
authors.forename: Megan
authors.initials: M
authors.lastname: Shinaberry
mesh_terms: D000067877:Autism Spectrum Disorder / Q000523:psychology*; D006801:Humans; D007858:Learning; D013334:Students; D013672:Technology
keywords: Autism; Concrete–representational–abstract instructional sequence; Mathematics; Technology-based intervention