University of Maryland, College Park, United States.
The Pennsylvania State University, United States.
Res Dev Disabil. 2020 Jun;101:103637. doi: 10.1016/j.ridd.2020.103637. Epub 2020 Apr 1.
With the surge of intervention research examining ways of supporting students with autism spectrum disorder (ASD) in inclusive settings, there remains a need to examine how technology supports could enhance students' learning by offering one size fits one instruction. Furthermore, intervention studies focused on teaching students with ASD how to solve fractions are scarce.
The purpose of this research study was to examine the effects of providing instruction via video modeling (VM), concrete manipulatives, a self-monitoring checklist, and practice for comprehension check on the accuracy of fraction problem solving of three middle school students with ASD.
Through the use of single-case multiple probe across students experimental design, we examined whether a functional relation existed between the intervention and students' improved accuracy of solving simple proper fraction problems.
All three students improved the accuracy of solving simple proper fraction problems from baseline to intervention sessions and two students generalized the skill to solving whole proper fraction problems.
The intervention consisting of VM and concrete manipulatives along with additional behavioral strategies offers an option for teachers to accommodate diverse learning needs of students with ASD in a variety of settings.
随着干预研究的兴起，研究如何在融合环境中支持自闭症谱系障碍（ASD）学生，仍然需要研究技术支持如何通过提供一刀切的教学来增强学生的学习。此外，针对教授 ASD 学生如何解决分数的干预研究很少。
本研究旨在考察通过视频建模（VM）、具体教具、自我监测检查表和练习进行理解检查，为三名 ASD 中学生提供分数问题解决指导对分数问题解决准确性的影响。
通过使用跨学生的单案例多探针实验设计，我们考察了干预与学生提高解决简单真分数问题的准确性之间是否存在功能关系。
所有三名学生的简单真分数问题解决准确性均从基线提高到干预阶段，两名学生将该技能推广到解决整个真分数问题。
由 VM 和具体教具以及其他行为策略组成的干预措施为教师提供了一种选择，以满足各种环境中 ASD 学生的多样化学习需求。
