Math Interventions for Students With Autism Spectrum Disorder: A Best-Evidence Synthesis

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 m...

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Bibliographic Details
Published in:Exceptional Children 2016-07, Vol.82 (4), p.443-462
Main Authors: King, Seth A., Lemons, Christopher J., Davidson, Kimberly A.
Format: Article
Language:English
Subjects:
Adolescents
Applied mathematics
Autism
Best Practices
Children
Comorbidity
Correlation
Demographics
Design
Developmental disabilities
Disability
Disease control
Evaluation
Evidence Based Practice
Intellectual Disability
Intervention
Learning disabled
Literature Reviews
Mathematics
Mathematics Achievement
Mathematics Instruction
Mathematics Skills
Methods
Outcomes of Education
Peer tutoring
Pervasive Developmental Disorders
Population
Program Effectiveness
Quality standards
Researchers
Response to intervention (Education)
Skills
Special education
Statistics
Students with disabilities
Study and teaching
Teaching Methods
Citations: Items that this one cites
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Summary: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.
ISSN:0014-4029
2163-5560
DOI:10.1177/0014402915625066