Teaching Subtraction to Students with Autism Online via the VRA Instructional Sequence.
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| Title: | Teaching Subtraction to Students with Autism Online via the VRA Instructional Sequence. |
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| Authors: | Long, Holly M.1 longholl@msu.edu, Bouck, Emily C.1, Jakubow, Larissa1 |
| Source: | Education & Training in Autism & Developmental Disabilities. Mar2023, Vol. 58 Issue 1, p89-105. 17p. |
| Subject Terms: | *Autism spectrum disorders, *Autism, *Mathematics students, *Students with disabilities, *Student teaching |
| Abstract: | The virtual-representational-abstract (VRA) instructional sequence presents as a viable mathematics intervention for students with disabilities, including students with autism spectrum disorder (ASD). Yet, to date, all research has been conducted face-to-face with students. However, virtual manipulatives provide an opportunity for educators to provide effective interventions virtually, both during emergency situations as well as to support students who have limited access to services. The purpose of this study was to examine the effects of the intervention package of the VRA instructional sequence with explicit instruction and the system of least prompts delivered virtually on the accuracy and independence of four individuals with ASD solving doubledigit subtraction with regrouping problems. Researchers found a functional relation between the intervention package and student accuracy. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 161171206 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=161171206 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/215416472305800108 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 89 Subjects: – SubjectFull: Autism spectrum disorders Type: general – SubjectFull: Autism Type: general – SubjectFull: Mathematics students Type: general – SubjectFull: Students with disabilities Type: general – SubjectFull: Student teaching Type: general Titles: – TitleFull: Teaching Subtraction to Students with Autism Online via the VRA Instructional Sequence. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Long, Holly M. – PersonEntity: Name: NameFull: Bouck, Emily C. – PersonEntity: Name: NameFull: Jakubow, Larissa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 21541647 Numbering: – Type: volume Value: 58 – Type: issue Value: 1 Titles: – TitleFull: Education & Training in Autism & Developmental Disabilities Type: main |
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