Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder.

Yakubova et al. (2015) filmed a pair of hands solving mixed-fraction word problems from the student's point of view. They showed the short clips to three high-schoolers with autism before each practice set.

The team used a multiple-baseline design across students. No teacher modeled live; the video alone served as the prompt.

All three teens quickly reached 100% correct on tricky fraction word problems. Their gains held one week later with no extra teaching.

Zhou et al. (2024) got the same math gain, but they used a live step-by-step chain taught over telehealth. The two studies show you can reach the same goal with very different tools.

Ganz et al. (2009) first proved that breaking word problems into overt precurrent steps works. Gulnoza swaps their live prompting for silent video, showing the tactic still holds.

Rex et al. (2018) and Abadir et al. (2021) used the same POV video style to teach social and safety skills. Together they build a rule: short first-person clips work across content areas for kids with ASD.

You can teach complex math without long verbal explanations. Film the solution once, play it on a tablet, and let the learner imitate. It saves staff time and keeps instruction calm and clear for teens who tune out talk.