An Updated Systematic Review of Mathematics Interventions for Students with ASD.
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| Title: | An Updated Systematic Review of Mathematics Interventions for Students with ASD. |
|---|---|
| Authors: | Long, Holly M.1, Bouck, Emily C.2, Mariage, Troy V.2 |
| Source: | Education & Training in Autism & Developmental Disabilities. Jun2024, Vol. 59 Issue 2, p148-164. 17p. |
| Subject Terms: | *Mathematics students, *High school students, *Social skills education, Numeracy |
| Abstract: | It is important for teachers and researchers to have access to evidence-based practices that target teaching specific content area skills, such as mathematics, to students with ASD (Hume et al., 2021). Previous literature reviews targeting mathematics interventions for students with ASD (Barnett & Cleary, 2016; Gevarter et al., 2016; King et al., 2016) presented several limitations, and with the increase in research are currently outdated. The purpose of this updated review was to assess the current state of the literature on mathematics interventions for students with ASD and identify any interventions which qualify as an evidencebased practice. Twenty-five of the 32 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 60 students with ASD. Virtual manipulatives (VMs) and modified schema-based instruction (MBSI) were determined to be evidence-based practices for students with ASD. Authors also noted that the majority (84.0%) of the included studies involved intervention packages and there is a need to extend research to high school aged students, teacher implementation, and small and whole group settings. [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: 176777018 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An Updated Systematic Review of Mathematics Interventions for Students with ASD. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Long%2C+Holly+M%2E%22">Long, Holly M.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Bouck%2C+Emily+C%2E%22">Bouck, Emily C.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Mariage%2C+Troy+V%2E%22">Mariage, Troy V.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+%26+Training+in+Autism+%26+Developmental+Disabilities%22">Education & Training in Autism & Developmental Disabilities</searchLink>. Jun2024, Vol. 59 Issue 2, p148-164. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+skills+education%22">Social skills education</searchLink><br /><searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: It is important for teachers and researchers to have access to evidence-based practices that target teaching specific content area skills, such as mathematics, to students with ASD (Hume et al., 2021). Previous literature reviews targeting mathematics interventions for students with ASD (Barnett & Cleary, 2016; Gevarter et al., 2016; King et al., 2016) presented several limitations, and with the increase in research are currently outdated. The purpose of this updated review was to assess the current state of the literature on mathematics interventions for students with ASD and identify any interventions which qualify as an evidencebased practice. Twenty-five of the 32 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 60 students with ASD. Virtual manipulatives (VMs) and modified schema-based instruction (MBSI) were determined to be evidence-based practices for students with ASD. Authors also noted that the majority (84.0%) of the included studies involved intervention packages and there is a need to extend research to high school aged students, teacher implementation, and small and whole group settings. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=176777018 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/215416472405900204 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 148 Subjects: – SubjectFull: Mathematics students Type: general – SubjectFull: High school students Type: general – SubjectFull: Social skills education Type: general – SubjectFull: Numeracy Type: general Titles: – TitleFull: An Updated Systematic Review of Mathematics Interventions for Students with ASD. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Long, Holly M. – PersonEntity: Name: NameFull: Bouck, Emily C. – PersonEntity: Name: NameFull: Mariage, Troy V. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 21541647 Numbering: – Type: volume Value: 59 – Type: issue Value: 2 Titles: – TitleFull: Education & Training in Autism & Developmental Disabilities Type: main |
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