Mathematics Learning Through Online Video-Based Instruction for an Autistic Child

Yakubova, Gulnoza; Defayette, Melissa A.; Chen, Briella Baer

doi:10.1007/s10803-022-05525-y

Cited by 8 publications

(14 citation statements)

References 28 publications

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“…The researchers found a functional relation and concluded virtual manipulatives were more engaging to the students than concrete manipulatives. Yakubova et al (2022) found an elementary student with autism improved in their mathematical accuracy of addition, subtraction, and number comparison following an intervention package consisting of virtual manipulative, video modeling, and error correction. Finally, Root et al (2017) also found student success with virtual manipulatives, as well as concrete manipulatives, when implemented as part of a intervention package involving MSBI for three elementary students with IDD.…”

Section: Research On Virtual Manipulativesmentioning

confidence: 96%

A Virtual Number Line Intervention Package to Support Addition and Subtraction for Students With Intellectual Disability

Bouck

Satsangi

Long

et al. 2022

J Spec Educ Technol

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Researchers established virtual manipulatives as an evidence-based practice for students with intellectual and developmental disabilities (IDD). However, much of the existing research for this population targets middle school students with IDD. This study examined a virtual number line paired with teacher modeling and the system of least prompts to support high school students with IDD in acquiring, maintaining, and generalizing addition and subtraction problems. Through a single case research study with three high school students with IDD, the researchers found a functional relation between the intervention package and student accuracy. Students also became more independent but struggled to maintain their skills when prompting was not provided. Further, the students were unable to generalize the skills of addition and subtraction to real-life scenarios targeting time and money. These findings and their implications for the field of IDD are examined.

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Section: Research On Virtual Manipulativesmentioning

confidence: 96%

A Virtual Number Line Intervention Package to Support Addition and Subtraction for Students With Intellectual Disability

Bouck

Satsangi

Long

et al. 2022

J Spec Educ Technol

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“…Studies on instructional techniques in providing mathematics instruction to autistic students using VBI, virtual manipulatives, and games have been focused mostly on inperson instruction (e.g., Hughes & Yakubova, 2019;Satsangi & Bofferding, 2017;Yakubova et al, 2020). Research on online instructional practices for teaching autistic students and students with other disabilities started to emerge in the last couple of years due to the onset of pandemic (Bouck et al, 2022a(Bouck et al, , 2022bYakubova et al, 2022). Though in-person instruction has since resumed in schools, the public health crisis demonstrated the need to examine and identify evidence-based practices in online instruction in order to be ready to accommodate students in the future, not only in case of public health emergencies, but also in case of student illnesses, e.g., seasonal flu, allergies, etc., that may prevent them from physically attending an in-person class or for students who are homeschooled.…”

Section: Discussionmentioning

confidence: 99%

“…Yet, evidence on instructional strategies to support mathematics learning in online instructional contexts is scarce. While intervention research on online instructional practices started to emerge with the onset of the COVID-19 pandemic (e.g., Bouck & Long, 2021; Yakubova et al, 2022), students with disabilities have been participating in online or hybrid education long before the pandemic (e.g., Burdette et al, 2013). Research focusing on the online education needs of students with disabilities have examined various factors related to online education (e.g., parental and child perceptions and experiences; Smith et al, 2016; Tonks et al, 2021) with limited evidence on the types of instructional practices that can be effectively used to support the online instruction (Vasquez III & Serianni, 2012).…”

Section: Introductionmentioning

confidence: 99%

Virtual Instruction in Teaching Mathematics to Autistic Students: Effects of Video Modeling, Virtual Manipulatives, and Mathematical Games

Yakubova

Chen

Al-Dubayan

et al. 2023

J Spec Educ Technol

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The purpose of this study was to examine the effects of an online multi-component intervention (video modeling, virtual manipulatives, digital games, self-monitoring and least to most prompting techniques) on the acquisition of several mathematical skills of two autistic elementary school students. We used a multiple probe design of a single-case experimental design across three skills and two autistic elementary students to examine whether a causal relation existed between the intervention and children’s skill acquisition. Both children reached 100% accuracy on all skills by the end of the intervention phase and showed some evidence response generalization and maintenance. The findings add to limited research on online instructional practices in teaching mathematics to autistic children. The intervention involving the use of video modeling instructional clips, virtual manipulatives, guided practice via mathematics games along with self-monitoring and least to most prompting strategies has the potential to help autistic children improve their mathematical skills in a virtual instructional setting.

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“…They attribute the challenges to limited understanding and training on the appropriate interventions to assist students with autism to overcome their learning impairments (Bullen et al, 2022). Teachers can address the disparities between students in regular instructions and their peers with MLD and autism by implementing evidence-based interventions, such as Modified Schema-Based Instruction (MSBI), which is a problem-solving heuristic approach (Root et al, 2022;Yakubova et al, 2022). students with autism are similar to students with MLD because their achievement is usually low when teachers fail to complement directed pedagogy with student-centered learning (Griffiths et al, 2021;Schnepel & Aunio, 2021;Apanasionok et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Special Education Teachers and Student Academic Achievement in Saudi Arabia

Almughyiri

2022

IJSE

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Teaching evaluation has been used widely in learning institutions globally to address achievement gaps for students with special needs, math learning disabilities (MLD), and learning impairments, such as autism. In most cases, learners with disabilities impeding the acquisition of mathematics and languages receive preferential consideration for special education. Successful knowledge acquisition for special needs students usually involves teacher guidance, especially in the evaluation of learning needs and dissemination of curriculum content, and student interactions. In this study, data collected from 170 special education administrators drawn from three regions of the Kingdom of Saudi Arabia (KSA) (Riyadh, Makkah, and Medina) was used to explore the effectiveness of training and certification of special education teachers on the attainment of desirable academic outcomes in mathematics. A purposive sampling strategy was used to recruit the participants. A descriptive analysis design was applied to study the underlying characteristics of the sample population. The findings from the study, which were presented using graphs and tables based on the responses from the participants, showed the diversity in the composition of special education teachers in KSA. Specifically, qualified practitioners, uncertified personnel, and unfilled teaching vacancies accounted for 55.88%, 38.24%, and 5.88% of all positions respectively. A considerable proportion of special education teachers (52.94%) reported that they use teacher-directed instruction as opposed to student-centered learning (47.06%). The implications of the findings and the recommendations are discussed in the final sections of this report.

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Mathematics Learning Through Online Video-Based Instruction for an Autistic Child

Cited by 8 publications

References 28 publications

A Virtual Number Line Intervention Package to Support Addition and Subtraction for Students With Intellectual Disability

A Virtual Number Line Intervention Package to Support Addition and Subtraction for Students With Intellectual Disability

Virtual Instruction in Teaching Mathematics to Autistic Students: Effects of Video Modeling, Virtual Manipulatives, and Mathematical Games

Special Education Teachers and Student Academic Achievement in Saudi Arabia

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