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The purpose of this study was to examine the effectiveness of a video modeling (VM) intervention package (including virtual manipulatives and error correction) delivered via synchronous, virtual environment to teach the mathematics skills of addition, number comparison, and subtraction to a five-year old autistic child. Using a multiple probe across skills design of a single-case experimental design, we examined whether a causal relation existed between the intervention and the child's improved accuracy of mathematics problem-solving. Following the intervention, the autistic 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., Author(s): Gulnoza Yakubova [sup.1] , Melissa A. Defayette [sup.1] , Briella Baer Chen [sup.1] Author Affiliations: (1) grid.164295.d, 0000 0001 0941 7177, University of Maryland, , College Park, USA Introduction [...]

This study surveyed school professionals about their perceptions and attitudes toward using AR and VR in their work with children with disabilities. Survey data were collected from 257 participants in 45 states across the United States and from the Philippines. The findings indicated that very few practitioners used AR (n = 26) or VR (n = 19) in their practices, with nine participants using both AR and VR. Most of the participants who used AR or VR received training or had knowledge of how to use the technology and had technical support available. Similarly, the majority of the participants who did not use AR or VR reported a lack of training or knowledge of how to use the technology and a lack of financial resources. Participants who reported using AR were significantly younger than those who reported that they did not use AR, but there were no other significant differences between the groups.

As teachers are faced with increasing demands to meet the needs of diverse learners, such as the growing number of students with ASD, the need to accommodate each learner and provide opportunities for individualized learning becomes critical. Therefore, the aim of this A-B single-case study was to explore a variety of support strategies (e.g., video modeling, concrete manipulatives, guided practice, self-monitoring checklists, and error correction) to see which aspects of the multicomponent instruction were helpful in improving the fraction problem-solving accuracy for three students with ASD. Our analysis examined patterns in skill improvement and support levels required. All students improved their accuracy of solving fraction problems, although one student required more guidance. Using both quantitative and observational findings, we further examined each student's individual experience with the intervention and discuss future directions and implications.

Teaching parents how to create their own video-prompting (VP) and implement it to help their children learn daily living tasks at home can be empowering for parents. Using a multiple probe across three tasks design, we examined the effects of parent-created and parent-implemented VP and error correction strategy on teaching three daily living tasks to a 14-year-old child with autism spectrum disorder (ASD). Following a one-time training and continuous coaching, a parent successfully created a VP intervention for all three tasks and implemented VP with error correction with high fidelity. Following the intervention implementation, the child with ASD learned to complete daily living tasks with high levels of accuracy and maintained task completion at a 1-week follow-up.

The purpose of this study was to examine the effects of an online, multi-component intervention (video modeling, online mathematical games, self-monitoring checklists, and least to most prompting) in teaching mathematics skills to autistic secondary school students using a multiple probe design across skills. This study is unique from previous studies as most of the evidence on the effects of video modeling instruction comes from in-person instructional settings. Two secondary school autistic students participated in an intervention twice a week synchronously via Zoom video conferencing platform. Each student worked on three mathematic skills based on their individual learning needs throughout the study (simplifying ratios, adding mixed fractions, dividing fractions, and measurement). Student accuracy in solving mathematic problems was the dependent variable which was analyzed through a visual analysis method. Visual analysis of data showed the presence of a functional relation between the virtual intervention and students' improvement of mathematics skills. Students also showed evidence of skill maintenance. These findings add to scant evidence on virtual instructional supports in teaching mathematics to autistic secondary school students. [ABSTRACT FROM AUTHOR]

One common and effective approach used to teach vocational and independent living skills to students with ASD is technology-based intervention (Walsh, Holloway, McCoy, & Lydon, 2017). Such interventions include audio prompting (AP) and coaching, augmented and virtual reality, and video-based interventions, such as video modeling and video prompting (VP). These interventions have been shown repeatedly to be effective in teaching a variety of vocational and daily living skills to help students transition to independent living. Some examples include washing dishes (Gardner & Wolfe, 2015), cleaning (Wu, Cannella-Malone, Wheaton, & Tullis, 2016), and preparing food (Johnson, Blood, Freeman, & Simmons, 2013). Because these interventions are often carried out on portable electronic devices, they can be accessed and applied in a variety of settings, which allow students to have individualized instruction and self-prompting to help with the acquisition and long-term maintenance of skills (Bereznak, Ayres, Mechling, & Alexander, 2012). Additionally, prerecorded interventions can be used repeatedly with many students over several years, therefore reducing some of the instructor's future workload once the intervention materials have been made. Both AP and VP can be used effectively with students with autism spectrum disorder (ASD) due in part to their formats of breaking down a task into small, manageable steps. This format helps reduce the cognitive load, or effort a student must put into remembering the next step of the task (Park, Bouck, & Duenas, 2019). Additionally, if the student needs to repeat the prompt, it is easy to restart or rewind the AP or VP clip.

This study evaluated the impact of training two practitioners to create and implement video-based intervention (VBI) to teach vocational skills to three autistic young adults in authentic workplace settings, via a multiple-probe single-case research design. A behavioral skills training (BST) package was used to train the practitioners to create and implement VBI. Practitioners' fidelity of VBI creation and implementation was also evaluated via pretest-posttest. There was a functional relation between the practitioner-created and -implemented VBI and the autistic young adults' vocational skill acquisition, with all three reaching 100% independent accuracy and demonstrating maintenance of the learned vocational skills. The practitioners also showed large increases in their fidelity of VBI creation and implementation from pretest to posttest, although their VBI creation performance decreased slightly at follow-up. All participants reported positive experiences with the VBI and rated it as socially valid. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]