https://www.selleckchem.com/products/tas-102.html
BACKGROUND With the surge of intervention research examining ways of supporting students with autism spectrum disorder (ASD) in inclusive settings, there remains a need to examine how technology supports could enhance students' learning by offering one size fits one instruction. Furthermore, intervention studies focused on teaching students with ASD how to solve fractions are scarce. AIMS The purpose of this research study was to examine the effects of providing instruction via video modeling (VM), concrete manipulatives, a self-monitor
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