App-based technologies that utilize video-modeling components are an area that can increase the independence of people with autism spectrum disorder (ASD) in community settings; however, less is ...known about their impact in facilitating acquisition of physical activity (PA) skills in inclusive community fitness sites. It is important to consider how to increase PA skills in community settings for people with ASD given the known benefits of community inclusion and exercise. This study used an adaptive alternating treatment design to explore differences in three participants’ ability to perform exercises independently in a community site when using commercial video-models (i.e., video-models available in the app) compared to custom-made video-models (i.e., developed by the researchers). Two participants performed the PA skills more independently when watching the custom-made videos while the third performed the PA skill more independently when watching the commercial video-models. All participants indicated they enjoyed using the app and videos to learn new PA skills. Limitations of the study as well as implications for future research are discussed.
Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in ...the area of concrete manipulatives—tangible representations of abstract concepts—has been found effective. In addition, promising research has emerged in the area of virtual manipulatives—virtual representations of abstract concepts—as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives.
Mathematics education is an important but underexplored area of research for secondary students with mild intellectual disability. In this multiple probe across behaviors replicated across two ...participants study, the researchers explored the effectiveness of the virtual–representational–abstract (VRA) instructional sequence to support two students’ acquisition of three mathematical behaviors. Each student was able to acquire his or her three mathematical behaviors (i.e., place value, single-digit addition with regrouping, subtraction with regrouping, and single-digit multiplication) following instruction with the VRA sequence. However, each student struggled with maintenance with at least one behavior. Implications for practice relative to the VRA instructional sequence are discussed.
Elementary students with autism spectrum disorders (ASD) who struggle with mathematics may be limited in opportunities to pursue advanced mathematics potentially impacting post-school outcomes, ...including postsecondary education and employment opportunities. Interventions that provide visual instruction, such as manipulatives, along with systematic instruction may be beneficial in teaching students computational skills. The purpose of this study was to expand upon previous research comparing the use of concrete and app-based manipulatives to teach elementary students with ASD to solve subtraction problems. The results from this single case alternating treatment design study indicate students completed more steps independently per minute during the app-based manipulative condition. Accuracy improved during both intervention conditions, however, only two participants demonstrated improved maintenance scores. The implications of using manipulatives with students with ASD and areas of future research are discussed.
Fractions are an important mathematical concept; however, fractions are also a struggle for many students with disabilities. This study explored a new framework adapted from the evidence-based ...concrete–representational–abstract framework: the virtual–representational–abstract (VRA) framework. The VRA framework involves teaching students to solve mathematical problems with virtual manipulative, then representations or drawings, and finally abstractly. A multiple probe across-students single-case design was used to investigate the effectiveness of the VRA framework for finding equivalent fractions for three middle-school students with disabilities. A functional relation was found between the VRA framework and students’ ability to solve equivalent fractions. Implications related to the use of the VRA framework as a mathematics intervention for secondary students with disabilities as well as directions for future research are discussed.
People with autism spectrum disorder (ASD) engage in less physical activity (PA) than peers without disabilities which may impact long-term health (Srinivasan et al., 2014). Previous research found ...people with ASD identified freedom of choice (e.g., choice of PA) as an important factor that influences PA habits (Arnell et al., 2018). The purpose of this study was to explore the effect of choice of PA on independently performing PA skills. Following verbal identification of a preferred exercise from a pair, participants were taught to perform new PA skills using a previously identified behavioral intervention package (Bassette et al., 2018; Bassette et al., 2020). An adapted alternating treatment (AATD) single case design was used to compare the effect of preference of exercises (i.e., preferred vs. non-preferred conditions) on intervals of PA skills performed independently. Following mastery, exercise preference was re-assessed a second time. The AATD then explored independence in PA when participants were assigned non-preferred exercises compared to when they self-selected exercises. Generalization of independence when performing new self-selected exercises was assessed during the final phase. The implications of the differential effect of the conditions are discussed along with areas for future research.
School psychologists are well‐positioned to assist practitioners in engaging students in physical activity (PA) which can increase student access to improved well‐being and associated health ...benefits. This may be of particular importance for adolescents with moderate to severe developmental disabilities (DD; autism and intellectual disability) who display various deficits in performing PA skills. Previous research suggests video‐based instruction (VBI) effectively facilitated independence associated with PA skills in people with DD, however, additional research is warranted. The purpose of this study was to evaluate the degree a VBI impacted acquisition of skills in individuals with DD at school, and, subsequently, in a community setting. Multiple probe design was used to assess the effect of the intervention in four participants. The results indicate the intervention was effective in teaching three participants to perform the circuit in the school setting and transfer the skills to the community setting; however, maintenance was variable. Implications related to practice for school psychologists, teachers, and other practitioners, as well as, limitations and future research directions are discussed.
The incorporation of authentic experiences that include direct interactions with people with disabilities may facilitate increased understanding of people with disabilities; a topic of particular ...relevance to preservice teachers. This study used a survey to explore five dispositional constructs (i.e., comfort interacting with people with disabilities; community engagement; ethical leadership; empathy, and emotion regulation) in university students enrolled in a special education course. One version included "immersive" components (i.e., direct contact with children with disabilities); the other used traditional pedagogy (i.e., no direct contact with children with disabilities). Post survey results demonstrated significant increases in community engagement and ethical leadership in both groups. Three-year follow-up data from the participants in the "immersive" group suggest the authentic experience influenced career paths and inclusive teaching practices. Limitations of the study and future research related to experiences that include direct contact with children with disabilities in preservice teacher education are discussed.
Adding It Up Bouck, Emily C.; Shurr, Jordan; Bassette, Laura ...
Journal of special education technology,
09/2018, Volume:
33, Issue:
3
Journal Article
Peer reviewed
Manipulatives are a common tool in mathematics teaching and learning, including for students with disabilities. The most common manipulatives are concrete manipulatives, yet app-based manipulatives ...are a viable age-appropriate option for secondary students with disabilities. Through an adapted alternating treatment design with three middle school students—two with mild intellectual disability and one with a learning disability, researchers explored the impact of virtual and concrete manipulatives on students’ accuracy, independence, and task completion time for solving addition of fractions with unlike denominators. Students were equally successful in terms of accuracy and differences with independence were minimal. When comparing the two manipulative types, the results were idiosyncratic; two students were more independent with the concrete manipulative and one with the app-based manipulative. Implications for research regarding mathematics instruction and use of concrete and app-based manipulatives are discussed.
Manipulatives are a commonly used intervention that provide visual instruction known to promote mathematical learning; however, the impact on students with autism spectrum disorder (ASD) is less ...understood. Improving mathematical procedural understanding is important for students with ASD given these skills can help increase access to more advanced mathematics and future opportunities (e.g., postsecondary education). This study expanded upon previous research and compared the ability of students with ASD to solve mathematical problems when using concrete and app-based manipulatives. A single-case alternating treatment design was used to explore differences in steps completed independently per minute (i.e., efficiency) and accuracy when using both types of manipulatives. Two participants were more efficient when using the app-based manipulative while one was more efficient with the concrete manipulative. Similar to previous research, all participants indicated they preferred the app-based condition. Limitations and future research are included.
