Teaching Mathematical Word Problem Solving to Students with Autism Spectrum Disorder: A Best-Evidence Synthesis.
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| Title: | Teaching Mathematical Word Problem Solving to Students with Autism Spectrum Disorder: A Best-Evidence Synthesis. |
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| Authors: | Root, Jenny R.1 jrroot@fsu.edu, Ingelin, Bonnie2, Cox, Sarah K.3 |
| Source: | Education & Training in Autism & Developmental Disabilities. Dec2021, Vol. 56 Issue 4, p420-436. 17p. |
| Subject Terms: | *Autism spectrum disorders, *Problem solving, *Exceptional children, *Explicit instruction, Task analysis |
| Abstract: | This systematic review provides a synthesis of intervention research that taught mathematical word problem solving skills to students with autism spectrum disorder between 1975 and April of 2020 by evaluating the body of research in terms of "what works", "for whom" and "under what conditions". The Council for Exceptional Children (CEC, 2014) quality indicators were used to evaluate methodology of the 20 included studies. The 18 studies that met the criteria to be classified as "high quality" were further analyzed in terms of intervention components (i.e., the "what"), how effectiveness was measured (i.e., defining "works"), characteristics of individuals included in the research (i.e., "for whom") and the tasks, settings, and instructors used (i.e., "under what conditions"). While six practices met the CEC criteria for classification "evidence based", including task analysis, system of least prompts, graphic organizers, explicit instruction, schema-based instruction, and technology assisted instruction, these practices were consistently used in combination as "treatment packages". Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 153520063 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=153520063 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/215416472105600405 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 420 Subjects: – SubjectFull: Autism spectrum disorders Type: general – SubjectFull: Problem solving Type: general – SubjectFull: Exceptional children Type: general – SubjectFull: Explicit instruction Type: general – SubjectFull: Task analysis Type: general Titles: – TitleFull: Teaching Mathematical Word Problem Solving to Students with Autism Spectrum Disorder: A Best-Evidence Synthesis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Root, Jenny R. – PersonEntity: Name: NameFull: Ingelin, Bonnie – PersonEntity: Name: NameFull: Cox, Sarah K. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 21541647 Numbering: – Type: volume Value: 56 – Type: issue Value: 4 Titles: – TitleFull: Education & Training in Autism & Developmental Disabilities Type: main |
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