The global Covid-19 pandemic forced teachers to support students online in multiple academic subjects, including mathematics, including students with disabilities and those at-risk. And yet, to date, limited research exists examining teaching mathematics to students with disabilities online. The current study explored the use of the virtual-representational-abstract (VRA) instructional sequence paired with the system of least prompts (SLP) to support three elementary students with either a developmental disability or at-risk in mathematics to solve division with remainder problems. All three students learned to solve the targeted division with remainder problems with at least 75% accuracy and 85% independence across virtual, representational, and abstract sessions. Further, all three students maintained their accuracy for up to two weeks following the completion of intervention. The study holds implications for virtual manipulative-based instructional sequences, which to date focused on secondary students, and for teaching mathematics to students with disabilities online.
Get full access to this article
View all access options for this article.
References
1.
AgrawalJ.MorinL. L.Evidence-based practices: Applications of concrete representational abstract framework across math concepts for students with mathematics disabilitiesLearning Disabilities Research & Practice https://doi.org/10.111/ldrp.12093 31134–442016
2.
BashamJ. D.CarterR. A.RiceM. F.OrtizK.Emerging state policy in online special educationJournal of Special Education Leadership29270–782016
3.
BouckE. C.BassetteL.ShurrJ.ParkJ.KerrJ.WhorleyA.Teaching equivalent fractions to secondary students with disabilities via the virtual-representational-abstract instructional sequence10.1177/0162643417727291Journal of Special Education Technology https://doi.org/10.1177/0162643417727291 324220–2312017
4.
BouckE. C.LongH.BouckE. C.RootJ. R.JimenezB.Manipulatives and manipulative-based instructional sequencesMathematics education and students with autism, intellectual disability, and other developmental disabilities104–1342021Division on Autism and Developmental Disabilities
5.
BouckE. C.ParkJ.LevyK.CwiakalaK.WhorleyA.App-based manipulatives and explicit instruction to support division with remainders10.1080/09362835.2019.1586709Exceptionality https://doi.org/10.1080/09362835.2019.1586709 28145–592020
6.
BouckE. C.ParkJ.ShurrJ.Teaching multiplication and division to students with intellectual disability: Focusing on acquisition and maintenance10.1080/20473869.2019.1640999International Journal of Developmental Disability https://doi.org/10.1080/20473869.2019.1640999 2019Advanced Online Publication
7.
BouckE. C.ParkJ.SprickJ.ShurrJ.BassetteL.WhorleyA.Using the virtualabstract instructional sequence to teach addition of fractions10.1016/j.ridd.201709.002Research in Developmental Disabilities https://doi.org/10.1016/j.ridd.2017 701163–1742017
8.
BouckE. C.ParkJ.StenzelK.10.1080/1045988X.2020.1762157Virtual manipulatives as assistive technology to support students with disabilities in mathematics. Preventing School Failure: Alternative Education for Children and Youth https://doi.org/10.1080/1045988X.2020.1762157 64281–2892020
9.
BouckE. C.SatsangiR.ParkJ.The concrete-representational-abstract approach for students with learning disabilities: An evidencebased practice synthesis10.1177/074193251772712Remedial and Special Education https://doi.org/10.1177/074193251772712 394211–2282018
10.
BouckE. C.ShurrJ.ParkJ.Virtual manipulatives-based intervention package to teach multiplication and division to secondary students with developmental disabilities10.1177/1088257620943499Focus on Autism and Other Developmental Disabilities https://doi.org/10.1177/1088257620943499 354195–2072020
FloresM. M.Using the concrete-representational-abstract sequence to teach subtraction with regrouping to students at risk for failure10.1177/0741932508327467Remedial and Special Education https://doi.org/10.1177/0741932508327467 313195–2072010
13.
FloresM. M.HintonV. M.StrozierS. D.TerryS. L.Using the concrete-representationalabstract sequence and the strategic instruction model to teach computation to students with autism spectrum disorders and developmental disabilitiesEducation and Training in Autism and Developmental Disabilities494547–5542014
14.
GreerD.RowlandA.SmithS.Critical considerations for teaching students with disabilities in online environments10.1177/0040059914528105Teaching Exceptional Children https://doi.org/10.1177/0040059914528105 46579–912014
15.
HarveyD.GreerD.BashamJ.HuB.From the student perspective: Experiences of middle and high school students in online learning10.1080/08923647.2014.868739American Journal of Distance Education https://doi.org/10.1080/08923647.2014.868739 28114–262014
16.
HudsonP.MillerS. P.ButlerF.Adapting and merging explicit instruction within reform based mathematics classroomsAmerican Secondary Education35119–322006
17.
HughesE. M.Point of view video modeling to teach simplifying fractions to middle school students with mathematical learning disabilitiesLearning Disabilities: A Contemporary Journal17141–572019
18.
LedfordJ. R.GastD. L.Single case research methodology: Applications in special education and behavioral sciencesRoutledge2018rd ed.
OrtizK.MellardD.RiceM. F.DeschaineM. E.LancasterS.Providing special education services in fully online stateswide virtual schools: A policy scanJournal of Special Education Leadership3313–132020
21.
ParkJ.BouckE. C.FisherM. H.Using the virtual-representational-abstract with overlearning instructional sequence to students with disabilities in math10.1177/0022466920912527The Journal of Special Education https://doi.org/10.1177/0022466920912527 544228–2382020
22.
ParkJ.BouckE. C.SmithJ. P.Using a virtual manipulative intervention package to support maintenance in teaching subtraction with regrouping to students with developmental disabilities10803-019-04225-4Journal of Autism and Developmental Disorders https://doi.org/10.1007/s 50163–752020
23.
RiceM. F.DykmanB.KennedyK.FerdigR. E.The emerging research base on online learning and students with disabilitiesHandbook of research on K-12 online and blended learningETC Press189–20520182nd ed.
RootJ. R.CoxS. K.GilleyD.WadeT.Using a virtual-representational-abstract integrated framework to teach multiplicative problem solving to middle school students with developmental disabilities10.1007/s10803-020-04674-2Journal of Autism and Developmental Disabilities. https://doi.org/10.1007/s10803-020-04674-2 2016
26.
SmithS. J.BashamJ. D.RiceM.CarterR. A.Preparing special education teachers for online learning: Findings from a survey of teacher educators10.1177/0162643416660834Journal of Special Education Technology https://doi.org/10.1177/0162643416660834 313170–1782016
27.
SmithS. J.BurdetteP. J.CheathamG. A.HarveyS. P.Parental role and support for online learning of student with disabilities: A paradigm shiftJournal of Special Education Leadership291101–1122016
28.
StroizerS.HintonV.FloresM.TerryL.An investigation of the effects of CRA instruction and students with autism spectrum disorderEducation and Training in Autism and Developmental Disabilities502223–2362015
29.
UnderhillR.Teaching elementary school mathematicsMerrill1977nd ed.
30.
VannestK. J.ParkerR. I.GonenO.AdiguzelT.Single case research: Web-based calculator for SCR analysis2016Web-based application
31.
VasquezE.IIIStraubC.Online instruction for K-12 special education: A review of the empirical literature10.1177/016264341202700303Journal of Special Education Technology https://doi.org/10.1177/016264341202700303 27331–402012
YakubovaG.HughesE. M.ShinaberryM.Learning with technology: Video modeling with concrete-representational-abstract sequencing for students with autism10.1007/s10803-016-2768-7Journal of Autism and Developmental Disorders https://doi.org/10.1007/s10803-016-2768-7 4672349–23622016
