Virtual Instruction in Teaching Mathematics to Autistic Students: Effects of Video Modeling, Virtual Manipulatives, and Mathematical Games

Abstract

The purpose of this study was to examine the effects of an online multi-component intervention (video modeling, virtual manipulatives, digital games, self-monitoring and least to most prompting techniques) on the acquisition of several mathematical skills of two autistic elementary school students. We used a multiple probe design of a single-case experimental design across three skills and two autistic elementary students to examine whether a causal relation existed between the intervention and children’s skill acquisition. Both children reached 100% accuracy on all skills by the end of the intervention phase and showed some evidence response generalization and maintenance. The findings add to limited research on online instructional practices in teaching mathematics to autistic children. The intervention involving the use of video modeling instructional clips, virtual manipulatives, guided practice via mathematics games along with self-monitoring and least to most prompting strategies has the potential to help autistic children improve their mathematical skills in a virtual instructional setting.