Evidence-Based Mathematics Interventions for Students With Autism Spectrum Disorders: A Meta-Analytic Review

• In Event: Special Education Research: Math Instruction and Students With Disabilities

Abstract

Students with autism spectrum disorders (ASD) are being included more frequently in general educational settings, and are therefore increasingly expected to access and master core curricular content, including mathematics. 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. 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.

Author

• Juliet E. Hart Barnett, Arizona State University