Citations (31)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (7)
Erin K. Bone, Emily C. Bouck & Rajiv Satsangi. (2023) Comparing Concrete and Virtual Manipulatives to Teach Algebra to Middle School Students with Disabilities. Exceptionality 31:1, pages 1-17.
Read now
Read now
EmilyC. Bouck, Holly Long & Larissa Jakubow. (2021) Teaching Students to Solve Subtraction Problems Online via the Virtual-Representational-Abstract Instructional Sequence. Investigations in Mathematics Learning 13:3, pages 197-213.
Read now
Read now
Holly Long, Emily Bouck & Anna Domka. (2021) Manipulating Algebra: Comparing Concrete and Virtual Algebra Tiles for Students with Intellectual and Developmental Disabilities. Exceptionality 29:3, pages 197-214.
Read now
Read now
Emily C. Bouck, Jiyoon Park & Jordan Shurr. (2021) Using the virtual-representational instructional sequence to support the acquisition and maintenance of mathematics for students with intellectual disability. International Journal of Developmental Disabilities 67:3, pages 217-228.
Read now
Read now
Emily C. Bouck, Jiyoon Park & Kelly Stenzel. (2020) Virtual manipulatives as assistive technology to support students with disabilities with mathematics. Preventing School Failure: Alternative Education for Children and Youth 64:4, pages 281-289.
Read now
Read now
Emily C. Bouck, Jiyoon Park, Kennedy Levy, Katie Cwiakala & Abbey Whorley. (2020) App-Based Manipulatives and Explicit Instruction to Support Division with Remainders. Exceptionality 28:1, pages 45-59.
Read now
Read now
Rajiv Satsangi, Bridget Miller & Melissa N. Savage. (2019) Helping teachers make informed decisions when selecting assistive technology for secondary students with disabilities. Preventing School Failure: Alternative Education for Children and Youth 63:2, pages 97-104.
Read now
Read now
Articles from other publishers (24)
Holly M. Long, Emily C. Bouck & Hailey Kelly. (2022) An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD. Focus on Autism and Other Developmental Disabilities 38:3, pages 147-157.
Crossref
Crossref
Sarah King, Megan Rojo & Diane Pedrotty Bryant. (2022) Demystifying Area and Perimeter: A Practitioner’s Guide to Strategies That Work. Intervention in School and Clinic 58:4, pages 241-248.
Crossref
Crossref
Erin K. Bone, Emily C. Bouck & John P. SmithIIIIII. (2021) Using the VA Framework to Teach Algebra to Middle School Students With High-Incidence Disabilities. Journal of Special Education Technology 37:3, pages 384-398.
Crossref
Crossref
Emily C. Bouck, Holly Long & Larissa N. Jakubow. 2022. Technology-Supported Interventions for Students With Special Needs in the 21st Century. Technology-Supported Interventions for Students With Special Needs in the 21st Century
119
148
.
Emily C. Bouck, Rubia D. Anderson, Holly Long & Jessica Sprick. (2021) Manipulative-Based Instructional Sequences in Mathematics for Students With Disabilities. TEACHING Exceptional Children 54:3, pages 178-190.
Crossref
Crossref
Catherine Mwarari. 2022. Women’s Contribution to Higher Education and Social Transformation. Women’s Contribution to Higher Education and Social Transformation
37
50
.
Hunhui Na. (2021) Work-in-Progress-The Use of Plane-Detection Augmented Reality in Learning Geometry. Work-in-Progress-The Use of Plane-Detection Augmented Reality in Learning Geometry.
Ekin ALTIKARDEŞ & Melike YİĞİT KOYUNKAYA. (2021) Katı Cisimler Konusuna Yönelik Tasarlanan Teknoloji Destekli Bir Öğretim Sürecinin DeğerlendirilmesiEvaluation of a Technology-Supported Instruction Process Designed for the Subject of Solids. Mersin Üniversitesi Eğitim Fakültesi Dergisi 17:1, pages 41-76.
Crossref
Crossref
Emily C. Bouck, Holly Long & Jiyoon Park. (2020) Using a Virtual Number Line and Corrective Feedback to Teach Addition of Integers to Middle School Students with Developmental Disabilities. Journal of Developmental and Physical Disabilities 33:1, pages 99-116.
Crossref
Crossref
Emily C. Bouck, Jordan Shurr & Jiyoon Park. (2020) Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities. Focus on Autism and Other Developmental Disabilities 35:4, pages 195-207.
Crossref
Crossref
Laura Bassette, Emily Bouck, Jordan Shurr, Jiyoon Park, McKenzie Cremeans, Emma Rork, Kelsey Miller & Sarah Geiser. (2019) A Comparison of Manipulative Use on Mathematics Efficiency in Elementary Students With Autism Spectrum Disorder. Journal of Special Education Technology 35:4, pages 179-190.
Crossref
Crossref
Emily Bouck & Rajiv Satsangi. 2020. Assistive Technology to Support Inclusive Education. Assistive Technology to Support Inclusive Education
51
67
.
Rajiv Satsangi, Rachel Hammer & Emily C. Bouck. (2019) Using Video Modeling to Teach Geometry Word Problems: A Strategy for Students With Learning Disabilities. Remedial and Special Education 41:5, pages 309-320.
Crossref
Crossref
Mohammad Wedyan, Adel AL-Jumaily & Osama Dorgham. (2020) The use of augmented reality in the diagnosis and treatment of autistic children: a review and a new system. Multimedia Tools and Applications 79:25-26, pages 18245-18291.
Crossref
Crossref
Corey Peltier, Kristi L. Morin, Emily C. Bouck, Mindy E. Lingo, Joshua M. Pulos, Faye A. Scheffler, Andrea Suk, Leslie A. Mathews, Tracy E. Sinclair & Malarie E. Deardorff. (2019) A Meta-Analysis of Single-Case Research Using Mathematics Manipulatives With Students At Risk or Identified With a Disability. The Journal of Special Education 54:1, pages 3-15.
Crossref
Crossref
Emily C. Bouck, Leslie A. Mathews & Corey Peltier. (2019) Virtual Manipulatives: A Tool to Support Access and Achievement With Middle School Students With Disabilities. Journal of Special Education Technology 35:1, pages 51-59.
Crossref
Crossref
Jiyoon Park, Emily C. Bouck & John P. SmithIIIIII. (2019) Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities. Journal of Autism and Developmental Disorders 50:1, pages 63-75.
Crossref
Crossref
Emily C. Bouck, Jiyoon Park, Courtney Maher, Kennedy Levy & Katie Cwiakala. (2018) Acquiring the Skill of Identifying Fractions through the Virtual-Abstract Framework. Journal of Developmental and Physical Disabilities 31:4, pages 435-452.
Crossref
Crossref
Rajiv Satsangi, Rachel Hammer & Christina D. Hogan. (2019) Video Modeling and Explicit Instruction: A Comparison of Strategies for Teaching Mathematics to Students with Learning Disabilities. Learning Disabilities Research & Practice 34:1, pages 35-46.
Crossref
Crossref
Emily C. Bouck & Jessica Sprick. (2018) The Virtual-Representational-Abstract Framework to Support Students With Disabilities in Mathematics. Intervention in School and Clinic 54:3, pages 173-180.
Crossref
Crossref
Rajiv Satsangi, Rachel Hammer & Christina D. Hogan. (2018) Studying Virtual Manipulatives Paired With Explicit Instruction to Teach Algebraic Equations to Students With Learning Disabilities. Learning Disability Quarterly 41:4, pages 227-242.
Crossref
Crossref
Emily C. Bouck, Jordan Shurr, Laura Bassette, Jiyoon Park & Abbie Whorley. (2018) Adding It Up. Journal of Special Education Technology 33:3, pages 194-206.
Crossref
Crossref
Rajiv Satsangi, Rachel Hammer & Anya S. Evmenova. (2018) Teaching Multistep Equations with Virtual Manipulatives to Secondary Students with Learning Disabilities. Learning Disabilities Research & Practice 33:2, pages 99-111.
Crossref
Crossref
Emily C. Bouck, Jiyoon Park, Jessica Sprick, Jordan Shurr, Laura Bassette & Abbie Whorley. (2017) Using the virtual-abstract instructional sequence to teach addition of fractions. Research in Developmental Disabilities 70, pages 163-174.
Crossref
Crossref