Meta-Analysis of Mathematics Interventions for Learners with Autism Spectrum Disorder

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dc.contributor.authorKaral, Muhammed A.
dc.contributor.authorRiccomini, Paul J.
dc.date.accessioned2025-03-23T19:48:31Z
dc.date.available2025-03-23T19:48:31Z
dc.date.issued2024
dc.departmentSinop Üniversitesi
dc.description.abstractStudents 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.
dc.identifier.issn2154-1647
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85202836773
dc.identifier.scopusqualityQ3
dc.identifier.urihttps://hdl.handle.net/11486/7609
dc.identifier.volume59
dc.identifier.wosWOS:001294991200002
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherCouncil Exceptional Children
dc.relation.ispartofEducation and Training in Autism and Developmental Disabilities
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250323
dc.subjectHigh-Functioning Autism
dc.subjectTeach Addition Facts
dc.subjectSpecial-Education
dc.subjectIntellectual Disabilities
dc.subjectSocial Communication
dc.subjectSecondary Students
dc.subjectNumeracy Skills
dc.subjectSchool-Students
dc.subjectChildren
dc.subjectInstruction
dc.titleMeta-Analysis of Mathematics Interventions for Learners with Autism Spectrum Disorder
dc.typeArticle

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