Mathematical interventions for students with autism spectrum disorder: Recommendations for practitioners

Area of Science:

• Special Education
• Mathematics Education
• Applied Behavior Analysis

Background:

• Students with extensive support needs (ESN), including autism spectrum disorder (ASD) and intellectual disability (ID), demonstrate capacity for learning mathematics when taught with evidence-based strategies.
• There is a growing imperative to teach grade-aligned mathematical standards to this population.
• Effective instruction requires teachers to have access to scientifically validated strategies suitable for a heterogeneous group of learners.

Purpose of the Study:

• To extend previous research on interventions for academic content for students with ASD.
• To provide practitioners with a starting point for selecting scientifically validated mathematics interventions for students with ESN.
• To bridge research and practice by offering recommendations for math educators serving students with disabilities in inclusive classrooms.

Main Methods:

• Systematic review of recent literature reviews on mathematics interventions for students with ASD, ID, or both.
• Synthesis of findings on effective strategies, student characteristics, and instructional conditions.
• Identification of evidence-based practices applicable to heterogeneous classrooms.

Main Results:

• Scientifically validated strategies are effective for teaching mathematics to students with ESN.
• Interventions vary in effectiveness depending on specific student characteristics and learning conditions.
• Guidance is provided on matching interventions to student needs and classroom contexts.

Conclusions:

• Practitioners can utilize this review to select appropriate, evidence-based mathematics interventions for students with ESN.
• Effective mathematics instruction for students with disabilities in heterogeneous classrooms is achievable with the right strategies.
• Continued research and dissemination of effective practices are crucial for improving mathematics outcomes for students with extensive support needs.