Using Virtual Video Modeling Multicomponent Intervention to Improve Mathematical Skills of an Autistic High School Student: Findings From a Two-Experiment Study.

This article examines the effectiveness of an online, synchronous video modeling multicomponent intervention—comprising guided practice, self-monitoring checklists, and prompting—in teaching secondary-level mathematics and geometry skills to an autistic high school student. Conducted as two single-case experimental studies with the same participant, the intervention targeted fraction and long division skills initially, then geometry skills in a follow-up study refined by participant feedback. Results demonstrated a functional relation between the intervention and improved accuracy in both the process and calculation of mathematical and geometric problem-solving, with strong effect sizes and positive participant perceptions. The study highlights the potential of virtual, evidence-based instructional practices to support autistic students’ learning in secondary mathematics and geometry, while noting the need for replication with larger, diverse samples and exploration of skill fluency and maintenance over time.