Learning with Technology: Video Modeling with Concrete-Representational-Abstract Sequencing for Students with Autism Spectrum Disorder.

Four elementary students with autism learned basic math through short videos.

Each clip showed the CRA steps: first real blocks, then pictures, then numbers.

The team used a multiple-baseline design across three skills: addition, subtraction, and number comparison.

All four kids mastered every skill after the videos.

Three weeks later they still got most problems right without extra practice.

Skills rose only after the videos started, so the clips caused the gains.

Hong et al. (2016) pooled many VM studies and found solid gains for daily living skills. Gulnoza et al. now show the same tool works for school math, widening the map.

Marcus et al. (2009) saw self-video beat peer-video for letter work. Gulnoza used self-clips inside the CRA chain, backing that choice for academics.

Bloh et al. (2025) compared human versus cartoon videos and found no clear winner. Gulnoza used human models, so either style might work if you keep the CRA order.

You can film yourself doing a math problem with blocks, drawings, and symbols. Show the 60-second clip before the learner tries. It is cheap, repeatable, and the skill sticks for weeks. Try it tomorrow for place value or word problems.