Meta-Analysis of Mathematics Interventions for Learners with Autism Spectrum Disorder
Year: 2024
Type: review
Abstract: 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 findings indicate moderate to large Tau-U single-case effect sizes (ES ¼ .91) for the interventions. Five distinct intervention approaches were identified: 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.
Authors: Muhammed A. Karal, Paul J. Riccomini
Institutions: Sinop University, Pennsylvania State University
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
Open Access status: green
OpenAlex ID: W7085694907