Mathematics education for students with and at-risk for a disability is important and high-quality, research-supported practices should be used for online teaching—whether intentional or as a result of a global pandemic. This single-case design multiple probe replicated across participants study explored the online delivery of an intervention package consisting of the virtual-abstract instructional sequence—taught via modified explicit instruction—and the system of least prompts to three upper elementary students with a disability or at-risk in solving equivalent fractions. Researchers determined a functional relation existed between the intervention package and student accuracy. Researchers also found students were independent and able to maintain accuracy when instruction did not proceed either following the intervention or with the support of boost sessions. Implications for providing mathematical interventions to students with disabilities or at-risk online exist. Further, the study lends support to virtual manipulative-based instructional sequences, as the setting, population, and implementation of explicit instruction differed in this study as compared to previous research.

对残疾学生和有残疾风险的学生的数学教育很重要，在线教学应采用高质量的、研究支持的实践——无论是有意为之还是由于全球大流行而导致。这项在参与者研究中复制的单案例设计多重探究探索了在线提供干预方案，该方案包括虚拟抽象教学序列（通过修改后的明确指令进行教学）以及向三名患有残疾或处于残疾状态的高年级小学生的最少提示系统。 - 求解等价分数的风险。研究人员确定干预方案和学生准确性之间存在函数关系。研究人员还发现，当干预后或在强化课程的支持下没有继续进行教学时，学生是独立的，并且能够保持准确性。向残疾学生或有上网风险的学生提供数学干预的意义是存在的。此外，该研究为基于虚拟操作的教学序列提供了支持，因为与之前的研究相比，本研究中显式教学的设置、人群和实施有所不同。