Supporting Students with ASD in Mathematics Learning Using Video-Based Concrete-Representational-Abstract Sequencing Instruction

Autor/inn/en	Yakubova, Gulnoza; Hughes, Elizabeth M.; Baer, Briella L.
Titel	Supporting Students with ASD in Mathematics Learning Using Video-Based Concrete-Representational-Abstract Sequencing Instruction
Quelle	In: Preventing School Failure, 64 (2020) 1, S.12-18 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2019.1627999
Schlagwörter	Autism; Pervasive Developmental Disorders; Video Technology; Mathematics Instruction; Evidence Based Practice; Skill Development; Teaching Methods; Abstract Reasoning; Pictorial Stimuli; Direct Instruction; Models; Prompting; Cues; Problem Solving; Mathematical Concepts; Concept Formation; Manipulative Materials; Mathematical Logic; Elementary Secondary Education; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Autismus; Mathematics lessons; Mathematikunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Abstraktes Denken; Denken; Fantasieanregung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Analogiemodell; Benutzerführung; Stichwort; Problemlösen; Concept learning; Begriffsbildung; Hilfsmittel; Mathematical logics; Mathematische Logik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01