Using the concrete-representational-abstract sequence to teach math skills to a student with autism spectrum disorder in a general education classroom

KAYA S., Yildiz N.

INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES, 2023 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1080/20473869.2023.2180539
  • Dergi Adı: INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, CINAHL, EMBASE, ERIC (Education Resources Information Center), Psycinfo
  • Anahtar Kelimeler: concrete-representational-abstract, basic addition, basic subtraction, building tens-and-ones, inclusion, autism, INSTRUCTION, SUBTRACTION, MULTIPLICATION
  • Eskişehir Osmangazi Üniversitesi Adresli: Evet

Özet

ObjectiveThis study aims to determine the effectiveness of the concrete-representational-abstract (CRA) sequence presented by the explicit instruction in teaching the skills of basic addition and subtraction, building tens-and-ones to a student with special needs in a general education classroom.MethodA multiple probe across skills single case research design was used to evaluate the CRA sequence. The research was carried out with a seven-year-old female student diagnosed with autism spectrum disorder (ASD).ResultsIt was determined that the participant gained the math skills taught with the CRA sequence, and these skills were displayed two, three, and four weeks after the intervention ended. In addition, it was observed that the student was able to generalize these skills to another environment and person. Social validity findings show that the mother has positive opinions about teaching math skills with CRA sequence.ConclusionIn this study, it was determined that the CRA sequence could be used effectively in teaching math skills to a student with ASD studying in a general education classroom.