Teaching Mathematics to Autistic Students: Findings From an Online Multicomponent Video Modeling Intervention

The aim of this study was to examine the effects of an online multicomponent video modeling intervention which included self-monitoring supports and a system of least prompts when teaching mathematics to three autistic students using a multiple baseline design across participants of a single-case experimental methodology. Three autistic children, 8–12 years old, participated in a synchronous, online intervention focused on teaching single-digit subtraction, negative integers, and double-digit by single-digit multiplication. Math goals for the study were determined based on parental input followed by a brief, informal assessment. Following the intervention, participants showed greater accuracy in solving target math problems. The findings highlight the effectiveness of the online multicomponent intervention in teaching math skills to autistic children.