Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities

Online Delivery of a Manipulative-Based Intervention Package for Finding Equivalent Fractions

“…Previous research with the VA and other manipulative-based instructional sequences demonstrated success in students maintaining when intervention packages were used, such as incorporating the SLP or adding boost sessions during maintenance when students struggled (Bouck et al, 2020b(Bouck et al, , 2020c. As such, this study also supports increased research regarding mathematics education that emphasizes intervention packages, rather than stand-alone interventions, for supporting struggling students and those at-risk (Kellems et al, 2016;Losinki et al, 2019;Park et al, 2020b;Root et al, 2017).…”

“…However, in some studies, students struggled to maintain (Bouck et al, 2018a(Bouck et al, , 2020a. As such, researchers created intervention packages with the virtual manipulative-based instructional sequences, such as adding fading, overlearning, or the system of least prompts to the instructional sequence (Bouck et al, 2020c;Park et al, 2020aPark et al, , 2020b. In other studies, researchers implemented abstract boost sessions, in which another instructional session with the abstract-or numerical strategies-phase was implemented prior to re-evaluating for maintenance (e.g., Bouck et al, 2020b).…”

Using the VA Framework to Teach Algebra to Middle School Students With High-Incidence Disabilities

“…Some students with disabilities may benefit from additional sessions during intervention to allow for more opportunities to practice the skills (e.g., five sessions instead of three; Bouck et al, 2020). Future research should consider targeting maintenance as part of the intervention, as sustaining skills overtime is an essential part of learning (Collins, 2012; Park et al, 2020). Researchers who targeted maintenance as part of a graduated sequence of instruction, while for different mathematical areas (e.g., subtraction with regrouping, multiplication, and division) found positive impacts (Bouck et al, 2020; Park et al, 2020).…”

“…Instead the teacher could employ the VA framework and increase the number of sessions for the other phases in order to promote maintenance of the new skills (Bouck et al, 2020). As part of an intervention package, for example, students could complete extra sessions in the virtual phase with the teacher gradually fading support (Park et al, 2020). Students would have access to manipulatives, but teacher prompts and cues would decrease across sessions.…”

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

“…This may be particularly helpful for students who have strengths in visual processing or challenges with attention and language processing, which are common traits among autistic students. There is a significant body of literature which supports the use of both virtual (Bouck & Park, 2020 ; Bouck et al, 2020 ; Jimenez & Besaw, 2020 ; Park et al, 2020 ; Root et al, 2021 ) and concrete (Yakubova et al, 2016 , 2020 ) manipulatives for teaching mathematics skills to K-12 autistic students. Although both types of manipulatives have been shown to be effective for teaching mathematics skills to autistic students, past studies that have compared the two types of manipulatives have found that typically students both preferred and performed better with virtual manipulatives (Root et al, 2017 ; Shurr et al, 2021 ).…”