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.
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