Effects of the Concrete-Representational-Abstract Instructional Sequence on Solving Algebraic Equations for Middle School Students with Autism Spectrum Disorder

Abstract

As students with autism spectrum disorder (ASD) participate in the general education setting at greater rates, they are expected to meet rigorous grade-level academic standards. Students with ASD typically struggle with problem solving, higher-ordered thinking, and mathematical reasoning. When students enter middle school, mathematics becomes more abstract and cognitively complex. Therefore, it is imperative to identify effective educational strategies and supports for middle school students with ASD. The concrete-representational-abstract (CRA) instructional sequence has proven results and is an evidence-based practice for students with learning disabilities. CRA involves the use of concrete manipulatives that develop into pictorial representations and eventually into abstract numerical strategies, all taught via explicit instruction. This study investigated the effects of the CRA instructional sequence on solving one-step, two-step, and three-step algebraic equations for two middle school students with ASD. Once both participants met mastery criterion in each concrete, representational, and abstract phase for one-step and two-step algebraic equations, CRA instruction was provided to participants in a dyad. Results indicated a functional relation between the CRA instructional sequence and solving one-step, two-step, and three-step algebraic equations for both participants. When CRA instruction was provided in a dyad, both participants were also generally able to achieve mastery criterion. Participants also shared positive feelings related to their experiences with the CRA instructional sequence. Implications for practice and future research are discussed.