Video Modeling to Teach Functional Math Skills to Students With Autism
Topic Proposal
Rachel Wrubleski
West Chester University
The Broad Issue
There are numerous studies surrounding the education of students with autism spectrum
disorder (ASD), but most focus studies focus on the improvement of skills related to
communication, behavior and daily living (Yakubova, 2016). Research highlighting instructional
approaches that will help these students’ mathematics skills is limited (Lord, 2002). Students
with ASD need basic math skills to be able to perform functional skills and activities of daily
living (Yakubova, 2016). Around 10 percent of children in this population display certain
splinter skills, usually different from that of typically developing peers (Lord, 2002). It is up
educators to find and highlight those skill strengths related to mathematics, while seeking to
improve and fill in those skills that students with ASD are missing in order for them to grow into
independent, contributing members of society.
Background
Children may be diagnosed with autism spectrum disorders from birth or early in their
adolescence. ASD affects a child’s communication and socialization, affecting abilities to form
relationships and express feelings and ideas. Each student with autism presents differently, with
varying severity of symptoms, but all disorders have lifelong effects. It became law to protect
and educate students with autism under the Education of All Handicapped Children Act
(EAHCA) of 1975, and education is now the main form of treatment for these individuals.
Students with autism are now protected by the Individuals with Disabilities Education Act
(IDEA), under which educators are required to provide appropriate education with
scientifically-supported interventions, among many other important provisions (Lord, 2002). As
standardized testing and state standards have become increasingly complex, limited positive
results have been seen from students with disabilities, like Autism. It has become more important
for educators to work on bridging the gap between these difficult expectations, especially in
mathematics, and the success of students with disabilities (King, 2016).
Statement of the Problem
In today’s society, individuals with autism are limited in their support after graduation
from high school. Jobs consistently require more and more academic skills in mathematics that
require these individuals to master prior to their post-school life. The majority of skills learned
through mathematics instruction require students to have a solid grasp of executive functioning
(e.g., problem solving, processing, and organizational skills, which can be a challenge for
students with ASD. Because most mathematical ideas are abstract in nature, students of this
population tend to fall behind when processing these concepts (Yakubova, 2016). As students
with autism learn daily living skills throughout their secondary education in preparation for life
after school, purchasing skills become a key focus. Within these skills, price comparison seems
to be overlooked, and students of this population tend to lack the skills required to compare
prices, such as basic numerical comparison (Weng 2014).
The population of students with autism has increased and become more mixed in terms of
abilities. Because there is such a range of achievement, specifically in mathematics, students
with autism may benefit from scaffolded prompting interventions, which break down functional
abstract skills into chunks, allowing students to experience success with concrete pieces before
generalizing the skills (King 2016). An evidence-based strategy for teaching students with
autism functional steps in this way is video-based instruction (Weng 2014). I will be
investigating video modeling to teach numerical comparison, in an effort to teach price
comparison, with students with autism.
Research Question
During the intervention phase of this study, when presented with ten problems comparing
two numbers, what are the effects of video modeling on the percentage of correct responses?
Rationale
This topic is extremely important to study in order to provide the most effective
interventions for students with autism to succeed in life in and beyond the classroom.
Technology has quickly become beneficial in being able to enhance academic, social, and daily
living skills for students with ASD throughout their educational careers across various settings
(Yakubova 2016). Using video modeling of skills has been noted to fosters independence in
students with autism, as well as provide consistency in the teaching of those skills. This
intervention costs about half as much as live modeling of skills and can be suited to fit individual
needs of all students, regardless of age, culture, interest, and functioning (Wilson 2013).
Relevance
This topic is of direct interest to me because of my current professional position. As a
fairly new teacher in the special education field, I am optimistic about the resources and
opportunities available to me and my students. Although I have not worked with students with
ASD for many years, I am intrigued by the varying interests and skills. Because students with
autism vary so much in their abilities, I am always looking for new approaches to teaching skills
to my students. One skill I have seen many of my students struggle with is the ability to compare
numbers. This research will allow me to implement a fresh intervention that will engage my
students and help them learn this important skill they will need to become more independent.
Participants
This research will be conducted with one of my eighth grade students. The student is a
13-year-old with educational classifications of autism, intellectual disability, and speech and
language impairment. Consent will be obtained from the student’s parents.
Data Collection
I will be using a Chromebook to record videos used for the video modeling.
Observational data sheets will be used to record correct and incorrect responses to items
presented to the student.
Data Analysis
Data will be analyzed through descriptive statistics to display accuracy of the student’s
responses before, during and after the intervention is implemented.
Approach to the Action Research Project
In order to answer the research question, I will be using a mixed methods approach.
Some of the data I collect will be displayed be numerically and explained in statistics, while
some observations will be obtained and explained in narrative descriptions.
Process for Obtaining Permission to Conduct Research
The special education supervisor of my school will be contacted for obtaining permission
to conduct this research. I will provide this supervisor with a letter explaining the purpose of my
study, who will be studying, and what materials and data collection methods will be used. I will
also provide the supervisor with an example of a letter of permission he may use a reference to
create a letter of his own, granting me permission. He will be required to sign this letter.
References
King, S. A., Lemons, C. J., & Davidson, K. A. (2016). Math Interventions for Students With
Autism Spectrum Disorder. Exceptional Children, 82(4), 443-462.
doi:10.1177/0014402915625066
Lord, C. (2002). Educating children with autism. Washington, DC: National Academy Press.
Weng, P., & Bouck, E. C. (2014). Using video prompting via iPads to teach price comparison to
adolescents with autism. Research in Autism Spectrum Disorders, 8(10), 1405-1415.
doi:10.1016/j.rasd.2014.06.014
Wilson, K. P. (2013). Incorporating Video Modeling Into a School-Based Intervention for
Students With Autism Spectrum Disorders. Language, Speech, and Hearing Services in
Schools, 44(1), 105-117. doi:10.1044/0161-1461(2012/11-0098)
Yakubova, G., Hughes, E. M., & Shinaberry, M. (2016). Learning with Technology: Video
Modeling with Concrete–Representational–Abstract Sequencing for Students with
Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 46(7),
2349-2362. doi:10.1007/s10803-016-2768-7