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Direct linkBouck, Emily C.; Park, Jiyoon – Education and Training in Autism and Developmental Disabilities, 2020
Virtual manipulatives are an emerging intervention to support students with disabilities in mathematics. Through a multiple probe across participants design, researchers examined use of an intervention package consisting of a virtual manipulative (i.e., the Two-Color Counter app-based manipulative) and the system of least prompts (SLP) to support…
Descriptors: Computer Oriented Programs, Manipulative Materials, Assistive Technology, Prompting
Bouck, Emily C.; Satsangi, Rajiv; Long, Holly; Jakubow, Larissa; O'Reilly, Carrie – Journal of Special Education Technology, 2023
Researchers established virtual manipulatives as an evidence-based practice for students with intellectual and developmental disabilities (IDD). However, much of the existing research for this population targets middle school students with IDD. This study examined a virtual number line paired with teacher modeling and the system of least prompts…
Descriptors: Addition, Subtraction, Students with Disabilities, Intellectual Disability
Long, Holly M.; Bouck, Emily C.; Jakubow, Larissa – Education and Training in Autism and Developmental Disabilities, 2023
The virtual-representational-abstract (VRA) instructional sequence presents as a viable mathematics intervention for students with disabilities, including students with autism spectrum disorder (ASD). Yet, to date, all research has been conducted face-to-face with students. However, virtual manipulatives provide an opportunity for educators to…
Descriptors: Autism Spectrum Disorders, Mathematics Instruction, Subtraction, Educational Technology
Bouck, Emily C.; Long, Holly; Jakubow, Larissa – Investigations in Mathematics Learning, 2021
Research exists on mathematical interventions to support elementary students experiencing mathematical difficulties, yet little examines the provision of such interventions within an online learning environment. This study explored the online delivery of the virtual-representational-abstract (VRA) instructional sequence, taught via explicit…
Descriptors: Mathematics Instruction, Teaching Methods, Problem Solving, Subtraction
Weng, Pei-Lin; Savage, Melissa N.; Bouck, Emily C. – TEACHING Exceptional Children, 2014
Video-based instruction is technology-based instruction delivered through video clips in which a human model demonstrates target behaviors (Rayner, Denholm, & Sigafoos, 2009). It can be used to teach a variety of skills, including social communication and behavioral and functional skills (Cihak & Schrader, 2008). Despite the advantages,…
Descriptors: Educational Technology, Technology Uses in Education, Video Technology, Handheld Devices
Satsangi, Rajiv; Bouck, Emily C.; Taber-Doughty, Teresa; Bofferding, Laura; Roberts, Carly A. – Learning Disability Quarterly, 2016
A sizable body of literature exists studying various technologies and pedagogical practices for teaching secondary mathematics curriculum to students with a learning disability in mathematics. However, with the growing footprint of computer-based technologies in today's classrooms, some areas of study, such as the use of virtual manipulatives,…
Descriptors: Algebra, Mathematics Instruction, Learning Disabilities, Manipulative Materials
Bouck, Emily C.; Satsangi, Rajiv; Bartlett, Whitney; Weng, Pei-Lin – Education and Training in Autism and Developmental Disabilities, 2012
In light of a positive research base regarding technology-based self-operating prompting systems (e.g., iPods), yet a concern about the sustainability of such technologies after a research project is completed, this study sought to explore the effectiveness and efficiency of an audio recorder, a low-cost, more commonly accessible technology to…
Descriptors: Educational Technology, Assistive Technology, Mental Retardation, Handheld Devices
Hord, Casey; Bouck, Emily C. – Education and Training in Autism and Developmental Disabilities, 2012
Mathematics education--like all education--faced changes in recent years including increasing expectations, and these expectations have impacted all students, including students with mild intellectual disability. To explore the impact of the changes on mathematics education on students with mild intellectual disability, the authors reviewed the…
Descriptors: Mild Mental Retardation, Metacognition, Mathematics Education, Mathematics Instruction
