Journal article
Math Interventions for Students With Autism Spectrum Disorder: A Best-Evidence Synthesis
Exceptional children, Vol.82(4), pp.443-462
07/01/2016
DOI: 10.1177/0014402915625066
Abstract
Educators need evidence-based practices to assist students with disabilities in meeting increasingly rigorous standards in mathematics. Students with autism spectrum disorder (ASD) are increasingly expected to demonstrate learning of basic and advanced mathematical concepts. This review identifies math intervention studies involving children and adolescents with ASD and describes participant characteristics, methodological features, interventions, target behaviors, and related outcomes. Included studies met the design standards of the What Works Clearinghouse (2014). Studies focused on functional and computational skills for students with a comorbid diagnosis of intellectual disability (ID). Visual analysis confirmed a functional relation between evaluated interventions and mathematics outcomes in 71% of cases. Interventions generally yielded moderate to large effect sizes. Large confidence intervals were obtained across effects. More high-quality research including students with higher-functioning ASD is required to fully address the needs of this population.
Details
- Title: Subtitle
- Math Interventions for Students With Autism Spectrum Disorder: A Best-Evidence Synthesis
- Creators
- Seth A. King - Tennessee Technological UniversityChristopher J. Lemons - PeabodyKimberly A. Davidson - Vanderbilt University
- Resource Type
- Journal article
- Publication Details
- Exceptional children, Vol.82(4), pp.443-462
- Publisher
- Sage
- DOI
- 10.1177/0014402915625066
- ISSN
- 0014-4029
- eISSN
- 2163-5560
- Number of pages
- 20
- Language
- English
- Date published
- 07/01/2016
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371273102771
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