ERIC Number: EJ1104769
Record Type: Journal
Publication Date: 2016-Jul
Abstractor: As Provided
Math Interventions for Students with Autism Spectrum Disorder: A Best-Evidence Synthesis
King, Seth A.; Lemons, Christopher J.; Davidson, Kimberly A.
Exceptional Children, v82 n4 p443-462 Jul 2016
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.
Descriptors: Mathematics Instruction, Intervention, Autism, Pervasive Developmental Disorders, Best Practices, Evidence Based Practice, Children, Adolescents, Mathematics Skills, Intellectual Disability, Comorbidity, Mathematics Achievement, Correlation, Program Effectiveness, Literature Reviews
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Publication Type: Journal Articles; Information Analyses; Reports - Research
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