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ERIC Number: EJ1060599
Record Type: Journal
Publication Date: 2015-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-2154-1647
Review of Evidence-Based Mathematics Interventions for Students with Autism Spectrum Disorders
Hart Barnett, Juliet E.; Cleary, Shannon
Education and Training in Autism and Developmental Disabilities, v50 n2 p172-185 Jun 2015
Students with autism spectrum disorders (ASD) are being included more frequently in the general educational setting, and are therefore increasingly expected to access and master core curricular content, including mathematics. However, mathematics often presents challenges to students with ASD. Interventions to improve the mathematics skills of students with ASD have been recommended. This comprehensive literature review synthesized eleven studies of mathematics intervention strategies for students with ASD. Though studies related to instructional interventions in mathematics for students with ASD are limited, these students can benefit from mathematics interventions, which can help them strengthen their mathematics skills, increase independence when completing problems, and use acquired skills in community or other applied settings. Future implications include the need for additional, empirically-supported interventions in mathematics for students with ASD and the need to target more academically-oriented math interventions for this population, particularly in the context of problem solving, which will assist in determining the potential of students with ASD to achieve mathematic success.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A