Meta-Analysis of Mathematics Interventions for Learners with Autism Spectrum Disorder
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Council Exceptional Children
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Students with autism spectrum disorder (ASD) require effective academic interventions tailored to their distinctive learning characteristics. This is especially important in mathematics since approximately a quarter of learners with ASD have a mathematics learning disability. This meta-analysis examined the effectiveness of mathematics interventions for students with ASD by synthesizing and analyzing 33 studies that met inclusion criteria. The fi ndings indicate moderate to large Tau-U single-case effect sizes (ES = .91) for the interventions. Five distinct intervention approaches were identified: fi ed: multiple representations, video modeling, schema-based instruction, drill and practice, and multiple intervention components. Furthermore, these interventions were effective across various learner characteristics, mathematical performances, settings, and implementers. The implications for research and practice are discussed.
Açıklama
Anahtar Kelimeler
High-Functioning Autism, Teach Addition Facts, Special-Education, Intellectual Disabilities, Social Communication, Secondary Students, Numeracy Skills, School-Students, Children, Instruction
Kaynak
Education and Training in Autism and Developmental Disabilities
WoS Q Değeri
Q4
Scopus Q Değeri
Q3
Cilt
59
Sayı
3
