Students with Autism Spectrum Disorders (ASD) have unique educational needs. The concrete representational abstract (CRA) instructional sequence has been shown effective in teaching students with mathematical difficulties. The purpose of this study was to examine the effects of the CRA sequence in teaching students with ASD. A multiple baseline across behavior design was used in assessing the effects of CRA to three elementary students with ASD over four weeks of instruction. A functional relation was demonstrated between CRA and three behaviors: addition with regrouping, subtraction with regrouping, and the multiplication facts zero through five. The results and implications are discussed further.
Get full access to this article
View all access options for this article.
References
1.
American Psychiatric AssociationDiagnostic and statistical manual of mental disordersAuthorWashington19944th ed.
2.
BoutotE. A.MylesB. S.Autism spectrum disorder: Foundations, characteristics, and effective strategiesPearsonUpper Saddle River, NJ2011
3.
ButlerF. C.MillerS. P.CrehanK.BabbittB.PierceT.10.1111/1540-5826.00066 Fraction instruction for students with mathematics disabilities: Comparing two teaching sequences. Learning Disabilities Research and Practice1899–1112003
DonaldsonJ. B.ZagerD.Mathematics interventions for students with high functioning autism/asperger's syndromeTeaching Exceptional Children4240–462010
7.
GanzJ.Earles-VollrathCookK.Video modeling: A visually based intervention for children with autism spectrum disorderTeaching Exceptional Children4368–172011
8.
FloresM. M.Teaching subtraction with regrouping to students experiencing difficulty in mathematicsPreventing School Failure53145–1522009
9.
HarrisC. A.MillerS. P.MercerC. D.The initial multiplication skills to students with disabilities in general education classroomsLearning Disabilities Research & Practice10180–1951995
10.
Individuals with Disabilities Education Improvement Acts of 2004, Pub. L. No. 108-446, 118 Stat. 2647 (2004) (amending 20 U.S.C.§§ 1440 et seq.).
11.
KaffarB. J.MillerS. P.Investigating the effects of the RENAME Strategy for developing subtraction with regrouping competence among third-grade students with mathematics difficultiesInvestigations in Math Learning4124–492011
KroesbergenE. H.Van LuitJ. E HMathematics interventions for children with special educational needsRemedial and Special Education2497–1142003
14.
LandryR.BrysonS. E.Impaired disengagement of attention in young children with autism10.1111/j.1469-7610.2004.00304.x The Journal of Child Psychology and Psychiatry451115–11222004
15.
LynnM. R.Determination and qualification of content validityNursing Research35382–3851986
16.
MacciniP.HughesC. A.Effects of a problem-solving strategy on the introductory algebra performance of secondary students with learning disabilitiesLearning Disabilities Research & Practice1510–212000
17.
MacciniP.RuhlK. L.Effects of graduated instructional sequence on the algebraic subtraction of integers by secondary students with learning disabilitiesEducation and Treatment of Children23465–4892000
18.
MercerC. D.MillerS. P.Teaching students with learning problems in math to acquire, understand, and apply basic math factsRemedial and Special Education1319–351992
19.
MillerS. P.Validated practices for teaching students with diverse needs and abilities. 2nd editionPearsonUpper Saddle River, NJ2009
20.
MorinV. A.MillerS. P.Teaching multiplication to middle school students with mental retardationTreatment of Children21122–361998
21.
National Autism CenterEvidence-based practice and autism in the schools: A guide to providing appropriate interventions to students with autism spectrum disorder2009Randolph, MANational Autism Center
22.
National Council of Teachers of MathematicsPrinciples and standards for school mathematics2000Reston, VAAuthor
23.
National Council of Teachers of MathematicsCurriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence2006Reston, VAAuthor
National Mathematics Advisory PanelFoundations for success: The final report of the national mathematics advisory panel2008Washington, DCU.S. Department of Education.
26.
ParkerR. L.VannestK. J.DavisJ. L.Effect size in single-case research: A review of nine overlap techniquesBehavior Modification35303–3222011
27.
PetersonS. K.MercerC. D.SheaL.Teaching learning disabled children place value using the concrete to abstract sequenceLearning Disabilities Research452–561988
28.
PolingA.MethotL. L.LesageM. G.Fundamentals of behavior analytic researchPlenumNew York1995
29.
RiceC.Morbidity and mortality weekly report: Prevalence of autism spectrum disorders autism and developmental disabilities Atlanta, GA: National Center on Birth Defects and Developmental Disabilitieshttp://files.eric.ed.gov/fulltext/ED508122.pdf2009
30.
U. S. Department of EducationNo Child Left Behind: A desktop referenceAuthorWashington, DC2002
31.
WitzelB. S.MercerC. D.MillerM. D.Teaching algebra to students with learning difficulties in inclusive setting10.1111/1540-5826.00068 Learning Disabilities: A Contemporary Journal349–602003
