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Direct linkEmily C. Bouck; Holly Long; Megan Harris; Abby Whorley – Education and Training in Autism and Developmental Disabilities, 2024
Researchers determined virtual manipulatives, on their own or as part of an instructional sequence, to be an evidence-based practice for students with intellectual and developmental disabilities (IDD; Long et al., 2022). Yet, the majority of research looking at virtual manipulative-based instructional sequences involves the phases learned in a…
Descriptors: Students with Disabilities, Evidence Based Practice, Intellectual Disability, Developmental Disabilities
Long, Holly M.; Bouck, Emily C.; Jakubow, Larissa – Education and Training in Autism and Developmental Disabilities, 2023
The virtual-representational-abstract (VRA) instructional sequence presents as a viable mathematics intervention for students with disabilities, including students with autism spectrum disorder (ASD). Yet, to date, all research has been conducted face-to-face with students. However, virtual manipulatives provide an opportunity for educators to…
Descriptors: Autism Spectrum Disorders, Mathematics Instruction, Subtraction, Educational Technology
Bouck, Emily; Long, Holly; Jakubow, Larissa – Education and Training in Autism and Developmental Disabilities, 2022
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…
Descriptors: Mathematics Instruction, Online Courses, Division, Manipulative Materials
Jimenez, Bree A.; Besaw, Jessica – Education and Training in Autism and Developmental Disabilities, 2020
Instructional technology is growing at rapid rates. In the field of mathematics, virtual manipulatives are a research-based tool that has shown to have a positive impact on students' mathematic achievement, as well as student engagement in learning. In an effort to extend the research, this study investigated the impact of virtual manipulatives,…
Descriptors: Computer Simulation, Manipulative Materials, Numeracy, Students with Disabilities
Bassette, Laura; Bouck, Emily; Shurr, Jordan; Park, Jiyoon; Cremeans, McKenzie – Education and Training in Autism and Developmental Disabilities, 2019
Elementary students with autism spectrum disorders (ASD) who struggle with mathematics may be limited in opportunities to pursue advanced mathematics potentially impacting post-school outcomes, including postsecondary education and employment opportunities. Interventions that provide visual instruction, such as manipulatives, along with systematic…
Descriptors: Autism, Pervasive Developmental Disorders, Elementary School Students, Mathematics Instruction
Bouck, Emily C.; Chamberlain, Courtney; Park, Jiyoon – Education and Training in Autism and Developmental Disabilities, 2017
Manipulatives support students with and without disabilities in mathematics. However, as students age, concrete manipulatives can be limiting and potentially not age appropriate (Satsangi, 2015). An alternative is virtual manipulatives, including app-based manipulatives. This study compared the use of app-based manipulatives to concrete…
Descriptors: Disabilities, Teaching Methods, Mathematics Instruction, Manipulative Materials
