A Systematic Review of Interventions to Improve Fraction Knowledge for Students with Autism Spectrum Disorder.
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| Title: | A Systematic Review of Interventions to Improve Fraction Knowledge for Students with Autism Spectrum Disorder. |
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| Authors: | Cox, Sarah K.1 skcox@msu.edu, Saur, Rebecca1 |
| Source: | Education & Training in Autism & Developmental Disabilities. Mar2025, Vol. 60 Issue 1, p3-21. 19p. |
| Subject Terms: | *Autism spectrum disorders, *Mathematics students, *Upper level courses (Education), *Student teaching, Generalization |
| Abstract: | Fraction knowledge is an essential building block for successful completion of advanced mathematics courses and linked to the development of algebraic understanding. Many students, especially those with disabilities, experience significant difficulties developing fraction knowledge. Intensive fraction interventions have been shown to be effective for improving fraction knowledge for students with mathematical difficulties. The purpose of this study was to systematically review the existing literature to provide insight into fraction interventions for students with autism spectrum disorder (ASD). We report the characteristics and quality of eight identified articles teaching fractions to students with ASD, and then categorize strategies from high-quality students using the CEC criteria for evidence-based practices. Findings suggest the literature focused on mathematics interventions for students with ASD is increasing in quantity and quality from previous reviews, but the limited scope of fraction skills and the minimal diversity of participants suggests additional research is needed to allow for generalization of findings. [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 |
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