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Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder

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Cited by

2019A review of video modeling to teach STEM to students with autism and intellectual disability54 cited
2016Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems

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45 cited

2018Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics43 cited

2019Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature39 cited

2021Using Video Modeling, Explicit Instruction, and Augmented Reality to Teach Mathematics to Students With Disabilities35 cited

2020Using the Virtual–Representational–Abstract With Overlearning Instructional Sequence to Students With Disabilities in Mathematics34 cited

2020Teaching students with ASD to solve fraction computations using a video modeling instructional package34 cited

2019Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities29 cited