Supporting students with ASD in mathematics learning using video-based concrete-representational-abstract sequencing instruction

Abstract

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.

Keywords:

• Autism spectrum disorder
• concrete-representational abstract sequencing
• inclusive education
• mathematics instruction
• video-based instruction

Additional information

Notes on contributors

Gulnoza Yakubova

Dr. Gulnoza Yakubova is an assistant professor of special education at the University of Maryland, College Park. Her scholarship focuses examining the uses of technology to support students with ASD in school and community settings. Her current research interests are examining the use and effects of video-based instruction and mobile technology in supporting students on the autism spectrum in vocational and mathematics skills development and the intersections between the functional and academic curriculum.

Elizabeth M. Hughes

Dr. Elizabeth M. Hughes is an assistant professor in the Department of Educational Psychology, Counseling, and Special Education at The Pennsylvania State University. Her scholarship focuses on the role of language when learning mathematics, specifically for students with learning disabilities. Her research evaluates mathematical writing strategies, vocabulary supports, and video modeling as evidence-based practices to support learning mathematics.

Briella L. Baer

Briella L. Baer is a doctoral student in special education at the University of Maryland, College Park. Her current research interests include technology-based interventions for students with ASD, with a primary focus on ways in which these interventions can be used to improve postsecondary outcomes for transition-age youth with ASD.