Laura Bassette | Ball State University (original) (raw)

Papers by Laura Bassette

Research paper thumbnail of Assistive Technology to Promote Physical Activity in Students With Disabilities

Technology-Supported Interventions for Students With Special Needs in the 21st Century, 2022

Students with disabilities engage in lower levels of physical activity compared to those without ... more Students with disabilities engage in lower levels of physical activity compared to those without disabilities. Assistive technology (AT) is a strategy that can be used to promote physical activity in students with disabilities. The purposes of this chapter are to discuss (1) the importance of physical activity for students with disabilities, (2) cutting-edge research on the use of digital technology to support physical activity engagement, (3) the implementation of evidence-based physical activity interventions in school settings, and (4) implications for practice and future directions.

Research paper thumbnail of Gait Patterns Of Children And Adolescents With Autism Spectrum Disorder

Medicine & Science in Sports & Exercise, 2021

Research paper thumbnail of Dogs, and Horses, and Cats, Oh My! Animal-Assisted Interventions for People with Autism

Research paper thumbnail of Clinical Gait Analysis in Children and Adolescents with Autism Spectrum Disorder

Individuals with autism spectrum disorder (ASD) often exhibit motor deficits. It was unclear how ... more Individuals with autism spectrum disorder (ASD) often exhibit motor deficits. It was unclear how children and adolescences with ASD develop their gait patterns due to the possible motor deficits. In

Research paper thumbnail of Strategies for Applying the Expanded Core Curriculum to Physical Education

Students with autism spectrum disorders (ASD) and intellectual disability (ID) frequently struggl... more Students with autism spectrum disorders (ASD) and intellectual disability (ID) frequently struggle with secondary health conditions (e.g., obesity, diabetes) that may be alleviated through increased physical activity (Hinckson & Curtis, 2013). The Individuals with Disabilities Education Improvement Act of 2004 (IDEA, 2004) includes physical education (PE) as a service or instruction to be provided to students with disabilities, which can address the needs to increase opportunities for physical activity by these students. One strategy for effective PE instruction for students with ASD and ID is systematic application of the Expanded Core Curriculum (ECC). Application of the Expanded Core Curriculum (ECC) The ECC was developed for students with multiple disabilities, with a focus on students with visual impairments (Gense & Gense, 2011). While not originally applied to students with other disabilities, many of the components of this curriculum could address PE goals for students with ...

Research paper thumbnail of A Comparison of App-Based Video-Modeling Interventions to Teach Physical Activity Skills to People With Autism in a Community Setting

Journal of Special Education Technology, 2020

App-based technologies that utilize video-modeling components are an area that can increase the i... more App-based technologies that utilize video-modeling components are an area that can increase the independence of people with autism spectrum disorder (ASD) in community settings; however, less is known about their impact in facilitating acquisition of physical activity (PA) skills in inclusive community fitness sites. It is important to consider how to increase PA skills in community settings for people with ASD given the known benefits of community inclusion and exercise. This study used an adaptive alternating treatment design to explore differences in three participants’ ability to perform exercises independently in a community site when using commercial video-models (i.e., video-models available in the app) compared to custom-made video-models (i.e., developed by the researchers). Two participants performed the PA skills more independently when watching the custom-made videos while the third performed the PA skill more independently when watching the commercial video-models. All ...

Research paper thumbnail of The Effects of an Equine-Based Mathematics Curriculum on Academic Engagement Behavior

Research paper thumbnail of Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism

Focus on Autism and Other Developmental Disabilities, 2021

Basic mathematic skills at the early age are foundational for later learning. Many students with ... more Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives—tangible representations of abstract concepts—has been found effective. In addition, promising research has emerged in the area of virtual manipulatives—virtual representations of abstract concepts—as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives.

Research paper thumbnail of Using TouchMath to Teach Money Identification to Students with Autism Spectrum Disorders: A Brief Report

International Journal of Disability, Development and Education, 2021

Money skills are important for students with autism spectrum disorder (ASD) to successfully live ... more Money skills are important for students with autism spectrum disorder (ASD) to successfully live independently. A crucial first step is teaching them money identification. The purpose of this study...

Research paper thumbnail of Comparison of Concrete and App-Based Manipulatives to Teach Substraction Skills to Elementary Students with Autism

Education and training in autism and developmental disabilities, 2019

Research paper thumbnail of University Students’ Perceptions of Social Justice: The Impact of Implementing a Summer Camp for Children with Disabilities

Recommended Citation Jefferson, Ruth E. Ed.D.; Grant, Christina E. Ph.D.; Rye, Lindsay; Bassette,... more Recommended Citation Jefferson, Ruth E. Ed.D.; Grant, Christina E. Ph.D.; Rye, Lindsay; Bassette, Laura A. Ph.D.; Stuve, Matt Ph.D.; and Heneisen, Ryan (2018) "University Students’ Perceptions of Social Justice: The Impact of Implementing a Summer Camp for Children with Disabilities," The Journal of Special Education Apprenticeship: Vol. 7 : No. 1 , Article 6. Available at: https://scholarworks.lib.csusb.edu/josea/vol7/iss1/6

Research paper thumbnail of The Impact of Direct Experiences with Children with Disabilities on Undergraduate Student Perceptions and Dispositions

International Journal of Disability, Development and Education, 2021

Research paper thumbnail of The use of video‐based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting

Psychology in the Schools, 2020

Research paper thumbnail of Adding It Up

Journal of Special Education Technology, 2018

Manipulatives are a common tool in mathematics teaching and learning, including for students with... more Manipulatives are a common tool in mathematics teaching and learning, including for students with disabilities. The most common manipulatives are concrete manipulatives, yet app-based manipulatives are a viable age-appropriate option for secondary students with disabilities. Through an adapted alternating treatment design with three middle school students—two with mild intellectual disability and one with a learning disability, researchers explored the impact of virtual and concrete manipulatives on students’ accuracy, independence, and task completion time for solving addition of fractions with unlike denominators. Students were equally successful in terms of accuracy and differences with independence were minimal. When comparing the two manipulative types, the results were idiosyncratic; two students were more independent with the concrete manipulative and one with the app-based manipulative. Implications for research regarding mathematics instruction and use of concrete and app-b...

Research paper thumbnail of A Comparison of Manipulative Use on Mathematics Efficiency in Elementary Students With Autism Spectrum Disorder

Journal of Special Education Technology, 2019

Manipulatives are a commonly used intervention that provide visual instruction known to promote m... more Manipulatives are a commonly used intervention that provide visual instruction known to promote mathematical learning; however, the impact on students with autism spectrum disorder (ASD) is less understood. Improving mathematical procedural understanding is important for students with ASD given these skills can help increase access to more advanced mathematics and future opportunities (e.g., postsecondary education). This study expanded upon previous research and compared the ability of students with ASD to solve mathematical problems when using concrete and app-based manipulatives. A single-case alternating treatment design was used to explore differences in steps completed independently per minute (i.e., efficiency) and accuracy when using both types of manipulatives. Two participants were more efficient when using the app-based manipulative while one was more efficient with the concrete manipulative. Similar to previous research, all participants indicated they preferred the app-...

Research paper thumbnail of Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics

Focus on Autism and Other Developmental Disabilities, 2018

Mathematics education is an important but underexplored area of research for secondary students w... more Mathematics education is an important but underexplored area of research for secondary students with mild intellectual disability. In this multiple probe across behaviors replicated across two participants study, the researchers explored the effectiveness of the virtual–representational–abstract (VRA) instructional sequence to support two students’ acquisition of three mathematical behaviors. Each student was able to acquire his or her three mathematical behaviors (i.e., place value, single-digit addition with regrouping, subtraction with regrouping, and single-digit multiplication) following instruction with the VRA sequence. However, each student struggled with maintenance with at least one behavior. Implications for practice relative to the VRA instructional sequence are discussed.

Research paper thumbnail of The Use of a Multicomponent Behavioral Intervention to Promote Physical Activity in Adolescents with Autism Spectrum Disorders across Inclusive Community Settings

Behavior Analysis in Practice, 2018

Individuals with autism spectrum disorder (ASD) are generally less physically active than individ... more Individuals with autism spectrum disorder (ASD) are generally less physically active than individuals without disability due to factors such as lack of motor coordination and inadequate transportation resources that can result in various barriers to participation. This affects their independence and may interfere with expectations (e.g., employment) during adulthood. It is essential to explore ways to teach physical activity so people with ASD can generalize skills in community settings. This study examined the effect of a multicomponent behavioral intervention that included (a) the Exercise Buddy application, (b) a system of least prompts, (c) an incremental increase of criteria, and (d) reinforcement to teach three adolescents with ASD functional movement exercises (e.g., squat). All participants increased their mastery of performing these exercises compared to baseline and generalized these skills across two community settings. Keywords Young adults with autism spectrum disorder. Physical activity. Technology. Inclusive community fitness Regular physical activity (PA) is clearly beneficial as indicated by improved overall physical and psychological health, stamina, endurance, and physical fitness; however, 47%-51% of individuals with autism spectrum disorders (ASD) seldom meet the daily recommended guidelines for PA (Lang et al., 2010; Srinivasan, Pescatello, & Bhat, 2014), are more likely to be overweight and obese, and are less likely to voluntarily participate in PA (McCoy, Jakicic, & Gibbs, 2016). Although social and communication impairments are a significant concern for people with ASD, these individuals also display challenges related to the

Research paper thumbnail of The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings

Focus on Autism and Other Developmental Disabilities, 2016

The purpose of this study was to examine the impact of a video modeling (VM) intervention in conj... more The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students’ middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed.

Research paper thumbnail of Using the virtual-abstract instructional sequence to teach addition of fractions

Research in Developmental Disabilities, 2017

Background/aims/methods: Limited literature examines mathematics education for students with mild... more Background/aims/methods: Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using the Virtual-Abstract instructional sequenceto teach middle school students, predominantly with mild intellectual disability, to add fractions of unlike denominators. Researchers used a multiple probe across participants design to determine if a functional relation existed between the Virtual-Abstract instructional sequence strategy and students' ability to add fractions with unlike denominators. Procedures/outcomes: The study of consisted of three-to-nine baseline sessions, 6-11 intervention sessions, and two maintenance sessions for each student. Data were collected on accuracy across five addition of fractions with unlike denominators problems. Results/conclusions: The VA instructional strategy was effective in thestudents to add fractions with unlike denominators; a functional relation existed between the VA instructional sequence and adding fractions with unlike denominators for three of the four students. Implications: The Virtual-Abstract instructional sequencemay be appropriate to support students with mild intellectual disability in learning mathematics, especially when drawing or representing the mathematical concepts may prove challenging. What this paper adds This papers adds to the limited literature examining mathematics education for students with mild intellectual disability as well as to the limited literature examining fraction instruction for this population as well as students with disabilities more generally. This paper also presents an alternative instructional sequence to the evidence-based Concrete-Representational-Abstract (CRA) instructional sequence.

Research paper thumbnail of Teaching Equivalent Fractions to Secondary Students With Disabilities via the Virtual–Representational–Abstract Instructional Sequence

Journal of Special Education Technology, 2017

Fractions are an important mathematical concept; however, fractions are also a struggle for many ... more Fractions are an important mathematical concept; however, fractions are also a struggle for many students with disabilities. This study explored a new framework adapted from the evidence-based concrete–representational–abstract framework: the virtual–representational–abstract (VRA) framework. The VRA framework involves teaching students to solve mathematical problems with virtual manipulative, then representations or drawings, and finally abstractly. A multiple probe across-students single-case design was used to investigate the effectiveness of the VRA framework for finding equivalent fractions for three middle-school students with disabilities. A functional relation was found between the VRA framework and students’ ability to solve equivalent fractions. Implications related to the use of the VRA framework as a mathematics intervention for secondary students with disabilities as well as directions for future research are discussed.

Research paper thumbnail of Assistive Technology to Promote Physical Activity in Students With Disabilities

Technology-Supported Interventions for Students With Special Needs in the 21st Century, 2022

Students with disabilities engage in lower levels of physical activity compared to those without ... more Students with disabilities engage in lower levels of physical activity compared to those without disabilities. Assistive technology (AT) is a strategy that can be used to promote physical activity in students with disabilities. The purposes of this chapter are to discuss (1) the importance of physical activity for students with disabilities, (2) cutting-edge research on the use of digital technology to support physical activity engagement, (3) the implementation of evidence-based physical activity interventions in school settings, and (4) implications for practice and future directions.

Research paper thumbnail of Gait Patterns Of Children And Adolescents With Autism Spectrum Disorder

Medicine & Science in Sports & Exercise, 2021

Research paper thumbnail of Dogs, and Horses, and Cats, Oh My! Animal-Assisted Interventions for People with Autism

Research paper thumbnail of Clinical Gait Analysis in Children and Adolescents with Autism Spectrum Disorder

Individuals with autism spectrum disorder (ASD) often exhibit motor deficits. It was unclear how ... more Individuals with autism spectrum disorder (ASD) often exhibit motor deficits. It was unclear how children and adolescences with ASD develop their gait patterns due to the possible motor deficits. In

Research paper thumbnail of Strategies for Applying the Expanded Core Curriculum to Physical Education

Students with autism spectrum disorders (ASD) and intellectual disability (ID) frequently struggl... more Students with autism spectrum disorders (ASD) and intellectual disability (ID) frequently struggle with secondary health conditions (e.g., obesity, diabetes) that may be alleviated through increased physical activity (Hinckson & Curtis, 2013). The Individuals with Disabilities Education Improvement Act of 2004 (IDEA, 2004) includes physical education (PE) as a service or instruction to be provided to students with disabilities, which can address the needs to increase opportunities for physical activity by these students. One strategy for effective PE instruction for students with ASD and ID is systematic application of the Expanded Core Curriculum (ECC). Application of the Expanded Core Curriculum (ECC) The ECC was developed for students with multiple disabilities, with a focus on students with visual impairments (Gense & Gense, 2011). While not originally applied to students with other disabilities, many of the components of this curriculum could address PE goals for students with ...

Research paper thumbnail of A Comparison of App-Based Video-Modeling Interventions to Teach Physical Activity Skills to People With Autism in a Community Setting

Journal of Special Education Technology, 2020

App-based technologies that utilize video-modeling components are an area that can increase the i... more App-based technologies that utilize video-modeling components are an area that can increase the independence of people with autism spectrum disorder (ASD) in community settings; however, less is known about their impact in facilitating acquisition of physical activity (PA) skills in inclusive community fitness sites. It is important to consider how to increase PA skills in community settings for people with ASD given the known benefits of community inclusion and exercise. This study used an adaptive alternating treatment design to explore differences in three participants’ ability to perform exercises independently in a community site when using commercial video-models (i.e., video-models available in the app) compared to custom-made video-models (i.e., developed by the researchers). Two participants performed the PA skills more independently when watching the custom-made videos while the third performed the PA skill more independently when watching the commercial video-models. All ...

Research paper thumbnail of The Effects of an Equine-Based Mathematics Curriculum on Academic Engagement Behavior

Research paper thumbnail of Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism

Focus on Autism and Other Developmental Disabilities, 2021

Basic mathematic skills at the early age are foundational for later learning. Many students with ... more Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives—tangible representations of abstract concepts—has been found effective. In addition, promising research has emerged in the area of virtual manipulatives—virtual representations of abstract concepts—as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives.

Research paper thumbnail of Using TouchMath to Teach Money Identification to Students with Autism Spectrum Disorders: A Brief Report

International Journal of Disability, Development and Education, 2021

Money skills are important for students with autism spectrum disorder (ASD) to successfully live ... more Money skills are important for students with autism spectrum disorder (ASD) to successfully live independently. A crucial first step is teaching them money identification. The purpose of this study...

Research paper thumbnail of Comparison of Concrete and App-Based Manipulatives to Teach Substraction Skills to Elementary Students with Autism

Education and training in autism and developmental disabilities, 2019

Research paper thumbnail of University Students’ Perceptions of Social Justice: The Impact of Implementing a Summer Camp for Children with Disabilities

Recommended Citation Jefferson, Ruth E. Ed.D.; Grant, Christina E. Ph.D.; Rye, Lindsay; Bassette,... more Recommended Citation Jefferson, Ruth E. Ed.D.; Grant, Christina E. Ph.D.; Rye, Lindsay; Bassette, Laura A. Ph.D.; Stuve, Matt Ph.D.; and Heneisen, Ryan (2018) "University Students’ Perceptions of Social Justice: The Impact of Implementing a Summer Camp for Children with Disabilities," The Journal of Special Education Apprenticeship: Vol. 7 : No. 1 , Article 6. Available at: https://scholarworks.lib.csusb.edu/josea/vol7/iss1/6

Research paper thumbnail of The Impact of Direct Experiences with Children with Disabilities on Undergraduate Student Perceptions and Dispositions

International Journal of Disability, Development and Education, 2021

Research paper thumbnail of The use of video‐based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting

Psychology in the Schools, 2020

Research paper thumbnail of Adding It Up

Journal of Special Education Technology, 2018

Manipulatives are a common tool in mathematics teaching and learning, including for students with... more Manipulatives are a common tool in mathematics teaching and learning, including for students with disabilities. The most common manipulatives are concrete manipulatives, yet app-based manipulatives are a viable age-appropriate option for secondary students with disabilities. Through an adapted alternating treatment design with three middle school students—two with mild intellectual disability and one with a learning disability, researchers explored the impact of virtual and concrete manipulatives on students’ accuracy, independence, and task completion time for solving addition of fractions with unlike denominators. Students were equally successful in terms of accuracy and differences with independence were minimal. When comparing the two manipulative types, the results were idiosyncratic; two students were more independent with the concrete manipulative and one with the app-based manipulative. Implications for research regarding mathematics instruction and use of concrete and app-b...

Research paper thumbnail of A Comparison of Manipulative Use on Mathematics Efficiency in Elementary Students With Autism Spectrum Disorder

Journal of Special Education Technology, 2019

Manipulatives are a commonly used intervention that provide visual instruction known to promote m... more Manipulatives are a commonly used intervention that provide visual instruction known to promote mathematical learning; however, the impact on students with autism spectrum disorder (ASD) is less understood. Improving mathematical procedural understanding is important for students with ASD given these skills can help increase access to more advanced mathematics and future opportunities (e.g., postsecondary education). This study expanded upon previous research and compared the ability of students with ASD to solve mathematical problems when using concrete and app-based manipulatives. A single-case alternating treatment design was used to explore differences in steps completed independently per minute (i.e., efficiency) and accuracy when using both types of manipulatives. Two participants were more efficient when using the app-based manipulative while one was more efficient with the concrete manipulative. Similar to previous research, all participants indicated they preferred the app-...

Research paper thumbnail of Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics

Focus on Autism and Other Developmental Disabilities, 2018

Mathematics education is an important but underexplored area of research for secondary students w... more Mathematics education is an important but underexplored area of research for secondary students with mild intellectual disability. In this multiple probe across behaviors replicated across two participants study, the researchers explored the effectiveness of the virtual–representational–abstract (VRA) instructional sequence to support two students’ acquisition of three mathematical behaviors. Each student was able to acquire his or her three mathematical behaviors (i.e., place value, single-digit addition with regrouping, subtraction with regrouping, and single-digit multiplication) following instruction with the VRA sequence. However, each student struggled with maintenance with at least one behavior. Implications for practice relative to the VRA instructional sequence are discussed.

Research paper thumbnail of The Use of a Multicomponent Behavioral Intervention to Promote Physical Activity in Adolescents with Autism Spectrum Disorders across Inclusive Community Settings

Behavior Analysis in Practice, 2018

Individuals with autism spectrum disorder (ASD) are generally less physically active than individ... more Individuals with autism spectrum disorder (ASD) are generally less physically active than individuals without disability due to factors such as lack of motor coordination and inadequate transportation resources that can result in various barriers to participation. This affects their independence and may interfere with expectations (e.g., employment) during adulthood. It is essential to explore ways to teach physical activity so people with ASD can generalize skills in community settings. This study examined the effect of a multicomponent behavioral intervention that included (a) the Exercise Buddy application, (b) a system of least prompts, (c) an incremental increase of criteria, and (d) reinforcement to teach three adolescents with ASD functional movement exercises (e.g., squat). All participants increased their mastery of performing these exercises compared to baseline and generalized these skills across two community settings. Keywords Young adults with autism spectrum disorder. Physical activity. Technology. Inclusive community fitness Regular physical activity (PA) is clearly beneficial as indicated by improved overall physical and psychological health, stamina, endurance, and physical fitness; however, 47%-51% of individuals with autism spectrum disorders (ASD) seldom meet the daily recommended guidelines for PA (Lang et al., 2010; Srinivasan, Pescatello, & Bhat, 2014), are more likely to be overweight and obese, and are less likely to voluntarily participate in PA (McCoy, Jakicic, & Gibbs, 2016). Although social and communication impairments are a significant concern for people with ASD, these individuals also display challenges related to the

Research paper thumbnail of The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings

Focus on Autism and Other Developmental Disabilities, 2016

The purpose of this study was to examine the impact of a video modeling (VM) intervention in conj... more The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students’ middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed.

Research paper thumbnail of Using the virtual-abstract instructional sequence to teach addition of fractions

Research in Developmental Disabilities, 2017

Background/aims/methods: Limited literature examines mathematics education for students with mild... more Background/aims/methods: Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using the Virtual-Abstract instructional sequenceto teach middle school students, predominantly with mild intellectual disability, to add fractions of unlike denominators. Researchers used a multiple probe across participants design to determine if a functional relation existed between the Virtual-Abstract instructional sequence strategy and students' ability to add fractions with unlike denominators. Procedures/outcomes: The study of consisted of three-to-nine baseline sessions, 6-11 intervention sessions, and two maintenance sessions for each student. Data were collected on accuracy across five addition of fractions with unlike denominators problems. Results/conclusions: The VA instructional strategy was effective in thestudents to add fractions with unlike denominators; a functional relation existed between the VA instructional sequence and adding fractions with unlike denominators for three of the four students. Implications: The Virtual-Abstract instructional sequencemay be appropriate to support students with mild intellectual disability in learning mathematics, especially when drawing or representing the mathematical concepts may prove challenging. What this paper adds This papers adds to the limited literature examining mathematics education for students with mild intellectual disability as well as to the limited literature examining fraction instruction for this population as well as students with disabilities more generally. This paper also presents an alternative instructional sequence to the evidence-based Concrete-Representational-Abstract (CRA) instructional sequence.

Research paper thumbnail of Teaching Equivalent Fractions to Secondary Students With Disabilities via the Virtual–Representational–Abstract Instructional Sequence

Journal of Special Education Technology, 2017

Fractions are an important mathematical concept; however, fractions are also a struggle for many ... more Fractions are an important mathematical concept; however, fractions are also a struggle for many students with disabilities. This study explored a new framework adapted from the evidence-based concrete–representational–abstract framework: the virtual–representational–abstract (VRA) framework. The VRA framework involves teaching students to solve mathematical problems with virtual manipulative, then representations or drawings, and finally abstractly. A multiple probe across-students single-case design was used to investigate the effectiveness of the VRA framework for finding equivalent fractions for three middle-school students with disabilities. A functional relation was found between the VRA framework and students’ ability to solve equivalent fractions. Implications related to the use of the VRA framework as a mathematics intervention for secondary students with disabilities as well as directions for future research are discussed.