This systematic review of literature synthesised research on video-based instruction (VBI) to teach mathematics to autistic students.
The findings support VBI as an evidence-based practice (EBP) to teach mathematics to autistic students in accordance with the proposed standards for EBPs for autistic people outlined in Reichow, Volkmar, and Cicchetti (2008).
VBI has considerable support for positive effects across types of VBI, student characteristics, and mathematical concepts. As educators are faced with increasing demands to provide academic instruction to autistic students and meet the needs of all students in a classroom, the need to accommodate each learner and provide opportunities for individualised learning becomes critical utilising interventions with likelihood of success. The most effective outcomes with VBI were achieved when evidence-based mathematics instruction used in teaching mathematics to students with high incidence disabilities (e.g., schema-based instruction, concrete-representational abstract sequencing instruction, mental computation, and number blocks) were combined with evidence-based behavioural strategies used in teaching autistic students (e.g., visual prompting, self-management, behavioural rehearsal).
Hughes, E. M., & Yakubova, G. (2019). Addressing the mathematics gap for students with ASD: An evidence-based systematic review of video-based mathematics interventions. Review Journal of Autism and Developmental Disorders, 1-12.