Date of Award
Education Specialist (EdS)
Dr. Stephen Wills
The purpose of this study was to evaluate the effects of using Concrete-Representational-Abstract (CRA) teaching sequence and explicit instruction to improve student achievement in mathematics in middle school aged students with autism and moderate intellectual disabilities. The effects of the CRA teaching sequence and explicit instruction were examined using a Multiple Baseline Design. Although the results in the curriculum-based measurements were inconsistent, all participants showed an increase in the pre-test and post-test scores.
Burney, Sherria L., "Interventions to Improve Student Achievement in Mathematics for Middle School Students with Autism" (2015). Specialist in Education Degree (Ed.S.) Theses. Paper 10.