Using Virtual Video Modeling Multicomponent Intervention to Improve Mathematical Skills of an Autistic High School Student: Findings From a Two-Experiment Study

Abstract

The purpose of this two-experiment study was to examine the effectiveness of an online, synchronous video modeling multicomponent intervention (guided practice, self-monitoring checklist, and prompting) when teaching secondary level mathematical and geometry skills to an autistic high school student. We used a multiple probe baseline across behaviors design of single-case experimental methodology. The project consisted of two studies: Initial experiment to examine the effects of the online multicomponent intervention with three skills related to secondary level fraction and long division topics and a follow-up experiment in which we refined the intervention based on the experiences of the participant and focused on teaching three geometry skills. There was a functional relation between the intervention and students’ acquisition of mathematics and geometry skills. These findings add to emerging evidence on instructional strategies in teaching secondary level mathematics and geometry skills to autistic secondary school students and virtual interventions in supporting students’ mathematics learning.