Teacher Implementation of the VRA Instructional Sequence to Support Elementary Students With ASD: A Single-Case Study.
Virtual manipulatives are an evidence-based practice in mathematics for students with autism spectrum disorder (ASD). Yet, to date, most research exploring the effects of the virtual-representational-abstract (VRA) instructional sequence has been conducted in researcher-implemented settings. However...
| Publicado en: | Focus on Autism & Other Developmental Disabilities Vol. 41; no. 3; pp. 130 - 144 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Sep2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=195651780&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 195651780 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10883576 FDD jtl: Focus on Autism & Other Developmental Disabilities issn: 10883576 maglogo: Y pubinfo: dt: Sep2026 vid: 41 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 195651780 190313612 195651780 195651780 10.1177/10883576251396807 195651780 ppf: 130 ppct: 14 formats: tig: atl: Teacher Implementation of the VRA Instructional Sequence to Support Elementary Students With ASD: A Single-Case Study. aug: au: Long, Holly M. Bouck, Emily C. Brodhead, Matthew T. affil: Saginaw Valley State University, University Center, MI, USA sug: subj: Autism Spectrum Disorder Mathematics Teachers Teaching Methods Program Implementation Program Evaluation Support, Social Learning Environment Students, Elementary Psychosocial Factors Students with Disabilities Psychosocial Factors Human United States Online Education Drawing Abstracts Descriptive Statistics Manipulation, Psychological Schools, Special Task Performance and Analysis Interrater Reliability Data Analysis Software Confidence Skill Acquisition Mobile Applications ab: Virtual manipulatives are an evidence-based practice in mathematics for students with autism spectrum disorder (ASD). Yet, to date, most research exploring the effects of the virtual-representational-abstract (VRA) instructional sequence has been conducted in researcher-implemented settings. However, to ensure researchers are able to provide accurate practice recommendations, more research is needed to explore the teacher implementation of this intervention. The purpose of this concurrent multiple-probe-across-participants single-case design study was to examine the effects of a teacher-implemented VRA instructional sequence taught via explicit instruction on the accuracy with which three U.S. elementary students with ASD solve addition with regrouping problems. The VRA instructional sequence involved the use of virtual base ten blocks, drawings, and abstract numerical strategies to solve addition with regrouping problems. Researchers found a functional relation between the VRA instructional sequence and student accuracy. All three students were also able to maintain their accuracy after intervention ended. The teacher was able to implement the VRA instructional sequence after only two training sessions with over 97% treatment fidelity. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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