The Effects of Using Video-Based Instruction in Solving Fraction Computations of Students with Autism Spectrum Disorder

Abstract

The aim of this research was to assess whether using video modeling (VM), concrete manipulatives, a self-monitoring checklist, and practice for comprehension check impacted the extent to which five primary school students with Autism Spectrum Disorder (ASD) could accurately solve problems involving fractions. The sample of the study was purely comprised of five students owing to the challenges associated with eliciting approval to extend the study to a larger sample. A single-case multiple probe between participants experimental approach in its quasi-experimental design was employed to evaluate whether a significant association could be identified between these variables. The results revealed that from baseline to intervention, all five students solved simple proper fraction problems with greater accuracy and four were able to apply this ability to solve problems involving whole proper fractions. Given these results, the researchers recommend that to cater for the disparate learning needs of students with ASD across a range of settings, teachers should consider implementing interventions comprising VM and concrete manipulatives in conjunction with certain behavioural techniques. Owing to the challenges associated with eliciting approval to extend the study to a larger sample. Keywords: primary school, autism, mathematics, video‑based instruction, concrete manipulatives, self-monitoring strategy