Abstract With the increasing attention and surge of empirical research in providing academic instruction for students with autism spectrum disorder (ASD) comes the need to provide teachers with research-supported strategies. Using one evidence-based strategy for teaching mathematics to students with high incidence disabilities, and another for teaching primarily nonacademic skills to students with ASD, this article offers practical tips for implementing a unique and innovative approach to providing mathematics instruction to students with ASD across a variety of instructional contexts. Guidelines to develop and implement the concrete-representational-abstract (CRA) sequencing instruction with video-based instruction (VBI) in teaching mathematics to students with ASD are provided.

中文翻译：

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使用基于视频的具体表示抽象定序教学为ASD学生提供数学学习支持

摘要随着对自闭症谱系障碍（ASD）学生提供学术指导的经验研究的关注和激增，需要为教师提供研究支持的策略。本文使用一种基于证据的策略为患有高发性残疾的学生提供数学教学，并为患有ASD的学生提供主要用于教授非学术技能的另一种策略，本文提供了一些实用技巧，可用于实施一种独特而创新的方法，从而在跨学科的ASD学生中提供数学指导各种教学环境。提供了在ASD学生数学教学中开发和实施具体的抽象性摘要（CRA）排序教学和基于视频的教学（VBI）的指南。