Effectiveness of virtual-semi-concrete-abstract strategy (VRA) used in teaching counting skills to children with ASD

The purpose of this study is to determine the effectiveness of virtual-representational-abstract teaching strategies on teaching counting skills to by threes students affected by autism spectrum disorder. This study also examined the effectiveness of the VRA strategy, studies were conducted to determine the generalizability level of the teachings across different environments and different people, maintenance effect after 1, 2 and 3 weeks, and the teachers' views and attitudes with this study. Multiple probe model with probe phase, one of the single-subject research methods, was used in this study. The dependent variables of the research are the level of realization of the rhythmic counting skills of the students participating in the research, and the independent variable is the teaching done with the virtual-representational-abstract teaching strategy. In the research, a web-based virtual math manipulative was used in the first stage of this strategy, which consists of three stages, and a picture card of the virtual manipulative was used in the second stage. In the last stage, the study was completed verbally without using any material. Following these stages, three students aged between 8 and 9 were taught with direct instruction method. The data collected during the application process were analyzed by visual analysis. As a result of the research it was detected that virtual-representational-abstract teaching strategy was effective in acquiring rhythmic counting skills to students affected by autism spectrum disorder. It has been observed that the students can demonstrate the rhythmic counting skills they have acquired 1, 2 and 3 weeks after the end of the teaching, they can generalize across different environments and people, and the teachers' opinions about the virtual-representational-abstract teaching strategy are positive. KEYWORDS: Autism Spectrum Disorder, Virtual Semi-Concrete – Abstract Teaching Strategy, Skip Counting, Direct Teaching Method