Sarah K Cox

Biographic Data

ID3500051
NAMESarah K Cox
GIVEN NAMESSarah K
FAMILY NAMECox
SIGNATURECOX S K
AFFILIATIONSMichigan State University, East Lansing, USA
ORCID0000-0002-2074-8839
VERIFIEDYes
TOTAL WORKS5
TOTAL CITATIONS1
AUTHOR COUNT5
EDITOR COUNT0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Mixed-Methods Evaluation of Caregiver-Assisted Virtual Math Instruction During the Covid-19 Pandemic

    Open AccessJenny R Root, Sarah K Cox et al.ARTICLEResearch and Practice for Persons…2026

    The sudden global closure of schools due to the COVID-19 pandemic created an urgent need for quality distance learning options for students with autism spectrum disorder (ASD). The purpose of this study was to explore asynchronous implementation of Modified Schema-based Instruction (MSBI), established evidence-based practice, through caregiver-assisted video-based instruction for secondary students with ASD. An embedded experimental mixed-methods…

  • Examining the IEP Goals and Mathematical Outcomes of Autistic Students Across 2 Years

    Open AccessSarah K Cox, Courtenay A Barrett et al.ARTICLERemedial and Special Education2025

    Autistic students’ individualized education programs (IEPs) outline annual goals to address identified needs, such as mathematics. Prior research has suggested that autistic students may need additional support in mathematics, especially in later grades. Thus, the current study examined (a) the relationship between autistic students’ grade-levels and mathematics scores, (b) the content (e.g., focus, repeated) of autistic students’ IEP goals, and …

  • Implementation of Intensive Intervention to Address Mathematics Essential Elements for Middle School Students in Tier 3

    Open AccessSarah K Cox, Emily C Bouck et al.ARTICLERemedial and Special Education2025

    Students performing more than two grade levels below mathematical expectations need effective and intensive intervention. Interventionists, including special educators, must identify and target mathematical skills that will support these students’ access to grade-level expectations. In this study, we used a single-case multiple probe across participants design to examine the efficacy of an explicit instruction intervention on the mathematical per…

  • Using Augmented Reality and Modified Schema-Based Instruction to Teach Problem Solving to Students With Autism

    Open AccessJenny R Root, Sarah K Cox et al.ARTICLERemedial and Special Education2022

    Young adults with autism spectrum disorder (ASD) need both academic and social skills required to apply acquired knowledge and skills in real-world settings. This study evaluated the effects of a multicomponent intervention incorporating both Modified Schema-Based Instruction (MSBI) and video-based instruction delivered via augmented reality (AR) to teach the social and mathematical problem-solving skills needed to execute personal finance tasks …

  • The role of theory of mind and learning of children with autism spectrum disorders in classroom settings

    Open AccessKelly Whalon, Sarah K CoxARTICLEETD - Educação Temática Digital2020Cited by: 1

    Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with the ability to attain and maintain social relationships but can also hinder academic performance. Educators are responsible and accountable for improving the academic performance of children with ASD a…