Using Explicit Instruction and Virtual Manipulatives to Teach Measurement Concepts for Students With Autism Spectrum Disorder-Reference-Cited by-同舟云学术

Using Explicit Instruction and Virtual Manipulatives to Teach Measurement Concepts for Students With Autism Spectrum Disorder

Published:2023-05-08 Issue: Volume: Page:002246692311715
ISSN:0022-4669
Container-title:The Journal of Special Education
language:en
Short-container-title:J Spec Educ

Author:

Liu Di¹^ORCID,Lory Catharine²^ORCID,Lei Qingli³^ORCID,Cai Weiwei⁴,Mao Yiwen¹,Yang Xuan⁵

Affiliation:

1. East China Normal University, Shanghai, China

2. University of Nevada-Las Vegas, USA

3. University of Missouri, Columbia, USA

4. Hongkou Miyun Special Education School, Shanghai, China

5. Southwest University, Chongqing, China

Abstract

Measurement concepts are an essential foundation for more advanced mathematical concepts. To address the challenges of students with autism spectrum disorder (ASD) in learning measurement concepts, this study investigated the effects of using a combination of explicit instruction and virtual manipulatives (VMs) to teach measurement concepts to students with ASD. Using a single-case multiple-probe across skills design, researchers examined whether the intervention could support the acquisition and maintenance of measurement concepts in students with ASD. Based on visual analysis, a functional relation was found between the independent variable (i.e., explicit instruction with VMs) and student performance on solving measurement concepts problems. Implications for practice and research are discussed.

Funder

The Philosophy and Social Science Planning Project of Shanghai

Publisher

SAGE Publications

Subject

Rehabilitation,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/00224669231171558

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