Adapting a virtual manipulative-based instructional sequence to target maintenance.

Researchers tested a math teaching method with three students with autism and mild intellectual disability. The method used different phases including computer-based activities, pictures, and abstract concepts to teach math skills. While the teaching method worked well initially, the students had mixed results in remembering what they learned over time. The study aimed to help students keep their math skills longer to support independence in daily life.

This single-case study evaluated a graduated manipulative sequence (VRAEa) for teaching mathematics to three students with autism and mild intellectual disability. The intervention progressed through virtual, representational, abstract, and extended abstract phases, extending previous VRA research to improve maintenance of learned skills. Using a multiple probe across behaviors design, researchers found the intervention was effective for teaching various mathematical problems. However, maintenance results remained variable despite the addition of the extended abstract phase.

The study addresses the critical need for mathematical skill retention in students with developmental disabilities to support independence in daily living and advanced mathematics engagement.

VRAEa sequences show promise for initial math skill acquisition in students with autism and mild intellectual disability. However, additional strategies beyond extended abstract phases are needed to improve maintenance. Clinicians should incorporate systematic maintenance planning and booster sessions when implementing similar interventions.

Very small sample size (n=3) limits generalizability. Single-case design provides limited statistical power. Variable maintenance results suggest intervention modifications needed. Abstract lacks specific details about intervention duration, implementation fidelity, and measurement procedures.

The ability to maintain mathematical skills learned is critical for students to successfully engage in advanced mathematics and promote independence in daily living skills. The purpose of this study was to evaluate the effectiveness of a graduated manipulative sequence consisting of virtual, representational, abstract, and an extended abstract phase (VRAEa) to teach various types of mathematical problems to three students with autism and mild intellectual disability using a multiple probe across behavior single case design. This study extended previous research on the virtual, representational, abstract sequence (VRA) to address deficiency in maintenance results through incorporating the extended abstract phase. The results indicate the intervention was effective, however, maintenance was variable.

Implications for practice and ideas for future research to support the learning needs of students with developmental disabilities are discussed.