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Many students with autism spectrum disorder (ASD) experience academic challenges and difficulties. These struggles are especially pronounced in mathematics with students with ASD performing significantly below than their peers without disabilities on measures of mathematical performance. The current study used a single case experimental design with concurrent multiple probe across students to investigate the effects of a point-of-view video modeling (POVM) intervention on accuracy of addition with regrouping word problems. The participants were three secondary grade level students with ASD. Findings showed that each student demonstrated considerable improvement during intervention over baseline levels, and subsequently sustaining their performance through the maintenance phase. Limitations, implications for practitioners and future research directions are presented.

Objectives:The purpose was to investigate effects of an in-service training for secondary special education teachers in Turkey. The study was to serve as an initial analysis of the basic knowledge of educators about transition mandates, transition planning and components of quality goals.Methods:Twenty-two teachers of students with DD completed the in-service training. TSTA model was used to structure the training. To assess differences between teachers' knowledge from pre-test to the post-test, paired sample t-tests were employed.Results:A significant increase in knowledge of general transition and goal functionality was observed from pre-test to post-test. Results indicated that the training was effective in both increasing teachers' knowledge and generalization of functional goal writing across content areas.Conclusions:The study revealed the dearth of research related to transition knowledge and generation of high quality transition goals for students with DD.