Basic mathematics is a compulsory subject throughout the world keeping in view its undeniable importance in the everyday life. The students with intellectual disabilities lack behind in learning mathematics as they are unable to process the complexity of different mathematical operations with ease as they are unable to level up with the grades. Keeping in view the importance of basic mathematics different interventions are being designed to

Mathematics education is an important but underexplored area of research. This is especially true for secondary students with mild intellectual disabilities. In this multiple probes across behaviors replicated across two participants’ study, the researchers explored the effectiveness of the VRA instructional sequence to support two students’ acquisition of three mathematical behaviors.

The study concluded through its findings that each student was able to acquire his or her three mathematical behaviors which were place value, single-digit addition with regrouping, subtraction with regrouping, and single-digit multiplication. This acquisition was due to the following of instructions with the VRA sequence. However, each student struggled with the maintenance with at least one behavior. Implications for practice relative to the VRA instructional sequence are discussed.