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Preschool predictors of mathematics in first grade children with autism spectrum disorder

Daisy Titeca1, Herbert Roeyers1, Haeike Josephy2

  • 1Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium.

Research in Developmental Disabilities
|July 29, 2014
PubMed

Insights

Children with autism spectrum disorder (ASD) show early numerical skills comparable to peers. Early verbal subitizing and counting predict later math abilities, with verbal subitizing being particularly influential for children with ASD.

Area of Science:

  • Developmental Psychology
  • Neurodevelopmental Disorders
  • Educational Psychology

Background:

  • Limited and conflicting research exists on the mathematical abilities of children with autism spectrum disorder (ASD).
  • Understanding early predictors of mathematical skills in children with ASD is crucial for targeted interventions.

Purpose of the Study:

  • To investigate the predictive value of five early numerical competencies on four mathematics domains in first grade for children with ASD.
  • To compare the mathematical performance of children with ASD to typically developing peers and normative samples.

Main Methods:

  • Longitudinal study tracking 33 high-functioning children with ASD from preschool to first grade.
  • Comparison group of 54 typically developing children and normed samples.
  • Assessment of early numerical competencies (verbal subitizing, counting, magnitude comparison, estimation, arithmetic operations) in preschool and mathematics domains (procedural calculation, number fact retrieval, word problems, time competences) in first grade.

Main Results:

  • Children with ASD demonstrated similar early numerical competencies as typically developing children.
  • In first grade, children with ASD performed average on number fact retrieval and time competences, and higher on procedural calculation and word problems compared to norms.
  • Verbal subitizing and counting in preschool were significant predictors of first-grade mathematics performance in children with ASD, with verbal subitizing showing a stronger predictive value.

Conclusions:

  • Early numerical competencies, particularly verbal subitizing and counting, are important indicators for later mathematical success in children with ASD.
  • Verbal subitizing uniquely predicts procedural calculation, number fact retrieval, and word/language problems in children with ASD.
  • Findings highlight the need for early identification and support of specific numerical skills in preschool children with ASD to foster mathematical development.

Keywords:
Autism spectrum disorderEarly numerical competenciesFirst grade mathematics

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