Review of Evidence-based Mathematics Interventions for Students with Autism Spectrum Disorders
By J. Barnett, Shannon Cleary. Education and Training in Autism and Developmental Disabilities, 2015
73 citations recorded by the source corpus.
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.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/885d5a52cff8e836f2ccfae5196ac7766493fab9
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In Cognitive Neuroscience
In Developmental and Educational Psychology
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Citations in the corpus
- Inclusion in mathematics education: an ideology, a way of teaching, or both? (2018, background): “In a review, Hart Barnett and Cleary (2015) found two types of interventions in studies of ‘inclusive classrooms’ (p. 172).”
- Mathematics Interventions for Individuals with Autism Spectrum Disorder: A Systematic Review (2016, unknown): “Second, Hart-Barnett and Cleary ( 2015) reviewed mathematics intervention studies for this population.”