ERIC Number: EJ1234993
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1045-988X
EISSN: N/A
Supporting Students with ASD in Mathematics Learning Using Video-Based Concrete-Representational-Abstract Sequencing Instruction
Yakubova, Gulnoza; Hughes, Elizabeth M.; Baer, Briella L.
Preventing School Failure, v64 n1 p12-18 2020
With the increasing attention and surge of empirical research in providing academic instruction for students with autism spectrum disorder (ASD) comes the need to provide teachers with research-supported strategies. Using one evidence-based strategy for teaching mathematics to students with high incidence disabilities, and another for teaching primarily nonacademic skills to students with ASD, this article offers practical tips for implementing a unique and innovative approach to providing mathematics instruction to students with ASD across a variety of instructional contexts. Guidelines to develop and implement the concrete-representational-abstract (CRA) sequencing instruction with video-based instruction (VBI) in teaching mathematics to students with ASD are provided.
Descriptors: Autism, Pervasive Developmental Disorders, Video Technology, Mathematics Instruction, Evidence Based Practice, Skill Development, Teaching Methods, Abstract Reasoning, Pictorial Stimuli, Direct Instruction, Models, Prompting, Cues, Problem Solving, Mathematical Concepts, Concept Formation, Manipulative Materials, Mathematical Logic, Elementary Secondary Education, Educational Technology, Technology Uses in Education
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A