Mathematics Learning Through Online Video-Based Instruction for an Autistic Child.

Researchers tested whether online video lessons could help a 5-year-old autistic child learn math skills like adding, subtracting, and comparing numbers. The lessons used videos and digital tools during live online sessions. The child improved in all three math areas and kept solving problems correctly even after the lessons ended, showing this type of online learning might work well for some autistic children.

This single-case study examined video modeling intervention delivered through synchronous virtual learning to teach mathematics skills to a five-year-old autistic child. The intervention package included virtual manipulatives and error correction, targeting addition, number comparison, and subtraction skills. Using a multiple probe across skills design, researchers found the child demonstrated improved accuracy across all three mathematical domains following intervention. The child maintained 100% accuracy during both generalization and immediate maintenance phases, suggesting the virtual video modeling approach was effective for this participant.

Video modeling with virtual manipulatives may offer accessible mathematics instruction for autistic children. The synchronous virtual format could provide flexible learning options, particularly beneficial for families with access barriers to in-person services.

Single participant study limits generalizability. No comparison group or long-term follow-up data. Unclear if results apply to other autistic children with different characteristics or needs.

The purpose of this study was to examine the effectiveness of a video modeling (VM) intervention package (including virtual manipulatives and error correction) delivered via synchronous, virtual environment to teach the mathematics skills of addition, number comparison, and subtraction to a five-year old autistic child. Using a multiple probe across skills design of a single-case experimental design, we examined whether a causal relation existed between the intervention and the child's improved accuracy of mathematics problem-solving. Following the intervention, the autistic child showed improved accuracy across all three skills and continued to solve problems with 100% accuracy during the generalization phase, which also served as the immediate maintenance phase.