The sudden global closure of schools due to the COVID-19 pandemic created an urgent need for quality distance learning options for students with autism spectrum disorder (ASD). The purpose of this study was to explore asynchronous implementation of Modified Schema-based Instruction (MSBI), established evidence-based practice, through caregiver-assisted video-based instruction for secondary students with ASD. An embedded experimental mixed-methods design was used to evaluate both quantitative effects on and qualitative indicators of problem solving. Visual analysis of quantitative data indicated five clear demonstrations of effect and one weak demonstration of effect across tiers, supported by two estimates of effect size. Qualitative analysis of recorded sessions revealed changes in students’ frustration, confidence, and use of effective mathematical practices, which corresponded with the magnitude of intervention effects. Integration of both data sets through a joint display strengthened interpretation of findings and identified contextual and affective factors that may have influenced variability in outcomes.
Root et al. (Fri,) studied this question.