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ERIC Number: EJ1045769
Record Type: Journal
Publication Date: 2014-Dec
Pages: 8
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-2154-1647
Using the Concrete-Representational-Abstract Sequence and the Strategic Instruction Model to Teach Computation to Students with Autism Spectrum Disorders and Developmental Disabilities
Flores, Margaret M.; Hinton, Vanessa M.; Strozier, Shaunita D.
Education and Training in Autism and Developmental Disabilities, v49 n4 p547-554 Dec 2014
There is a need for further investigation of evidence-based practices for students with autism spectrum disorders and developmental disabilities leading to students' success within the general education curriculum (Cihak & Foust, 2008; Rockwell, Griffin, & Jones, 2011; Schaefer-Whitby, Travers, & Harnik, 2009). The purpose of this study was to investigate the concrete-representational-abstract instructional sequence and the Strategic Instruction Model (CRA-SIM) with regard to mathematics computation performance of students with ASD and DD. Eleven elementary students with ASD and DD participated in four weeks of instruction with regard to basic additional and subtraction using CRA-SIM. A paired samples t test statistical procedure was conducted to evaluate the differences in student progress across curriculum-based measures over the course of the study. Results indicated that the students made significant progress across three CBMs administered over the course of the study. Measures of effect size also indicated that CRA-SIM had a strong effect on student performance. These results, descriptive performance results, and their implications will be discussed.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A