While mathematics education is key to the post-school outcomes of students with disabilities, it has received less attention in research and practice compared with other aspects of educating this population. Skill maintenance is particularly crucial in mathematics because students build upon prior knowledge across grade levels. They also need to be able to apply mathematical skills in everyday life. Hence, this study utilized a multiple probe across-participants single-case experimental design to evaluate the effectiveness of the virtual–representational–abstract (VRA) with overlearning instructional sequence in teaching multiplication and supporting its maintenance among three students with disabilities. For each student, a functional relation existed between the VRA with overlearning instructional sequence and accuracy of solving multiplication problems. Students also maintained the skill up to 8 weeks after the intervention.

尽管数学教育是残障学生学后成绩的关键，但与其他教育方式相比，数学教育在研究和实践中受到的关注较少。技能保持在数学中尤为重要，因为学生会基于各个年级的先验知识。他们还需要能够在日常生活中应用数学技能。因此，本研究利用跨参与者的多探针单案例实验设计来评估虚拟代表抽象（VRA）与过度学习指导序列在三位残疾学生中的乘法教学并支持其维持的有效性。对于每个学生，具有过度学习的指令序列的VRA与解决乘法问题的准确性之间存在功能关系。在干预之后的八周内，学生们还将保持这种技能。