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Improving Mathematical Practices for Middle School Students With Autism Spectrum Disorder

Sun, April 11, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), SIG Sessions, SIG-Special and Inclusive Education Research Paper and Symposium Sessions


The Common Core State Standards for Mathematics highlight the importance of not only content standards for mathematics, but also mathematical practices such as communication, representation, and reasoning; skills that are often difficult for students with autism spectrum disorder (ASD). Through a single-case multiple probe across participants design, this study found Modified Schema-Based Instruction (MSBI) to be an effective strategy to increase the use of mathematical practices for middle school students with ASD when solving multiplicative word problems. Four students with ASD enrolled in sixth grade general education mathematics classes increased their use of mathematical practices for two problem types (multiplicative comparison and proportion), and maintained the use of mathematical practices 4-8 weeks after intervention.