The study titled "Mathematics Learning Through Online Video-Based Instruction for an Autistic Child" offers valuable insights for practitioners aiming to improve their instructional strategies for children with autism. The research examined the effectiveness of a video modeling (VM) intervention package, including virtual manipulatives and error correction, delivered via a synchronous, virtual environment. The intervention aimed to teach the mathematics skills of addition, number comparison, and subtraction to a five-year-old autistic child.
The study utilized a multiple probe across skills design, a single-case experimental design, to determine if a causal relationship existed between the intervention and the child's improved accuracy in mathematics problem-solving. The results were promising: the child showed improved accuracy across all three skills and continued to solve problems with 100% accuracy during the generalization phase, which also served as the immediate maintenance phase.
Key Findings
- Video Modeling (VM) Effectiveness: The study found that VM, combined with virtual manipulatives and error correction, significantly improved the child's accuracy in solving addition, number comparison, and subtraction problems.
- Generalization and Maintenance: The child maintained 100% accuracy during the generalization phase, indicating the effectiveness of the intervention beyond the immediate instructional context.
- Parental Involvement: The study highlighted the importance of parental support in maintaining child engagement and ensuring the effectiveness of the intervention.
Practical Implications
For practitioners, the findings suggest several actionable steps:
- Integrate Video Modeling: Incorporate VM in your instructional strategies to provide consistent and explicit modeling of target skills.
- Use Virtual Manipulatives: Leverage virtual manipulatives to help children understand abstract mathematical concepts through visual and interactive means.
- Involve Parents: Engage parents in the instructional process to provide behavioral support and maintain child engagement.
Encouragement for Further Research
While the study provides a strong foundation, further research is needed to explore the long-term effectiveness of VM interventions and their applicability to other mathematical skills and age groups. Practitioners are encouraged to contribute to this growing body of knowledge by conducting their own research and sharing their findings.
To read the original research paper, please follow this link: Mathematics Learning Through Online Video-Based Instruction for an Autistic Child.
