Mathematical Proficiency in Adolescents with ASD.

Area of Science:

• Neurodevelopmental Disorders
• Educational Psychology
• Cognitive Science

Background:

• Autism Spectrum Disorder (ASD) is a neurodevelopmental condition affecting social interaction and communication.
• Mathematical abilities in adolescents with ASD are not fully understood, with potential challenges in specific domains.
• Understanding these differences is crucial for developing effective educational strategies.

Purpose of the Study:

• To compare mathematical abilities in adolescents with ASD versus typically developing (TD) peers.
• To investigate performance in procedural thinking, arithmetic comprehension, and algebraic techniques.
• To identify specific areas of mathematical strength and weakness in adolescents with ASD.

Main Methods:

• A mixed-methods approach was used, combining quantitative and qualitative analyses.
• Sixty-seven adolescents (31 with ASD, 36 TD) completed a comprehensive mathematics skills test.
• The test included oral and written components assessing procedural thinking, arithmetic comprehension, and algebraic techniques.

Main Results:

• TD adolescents generally outperformed those with ASD across most mathematical measures.
• Significant differences and large effect sizes were observed in procedural thinking and algebraic procedures.
• No significant differences were found in word problem-solving abilities between the ASD and TD groups.
• Considerable within-group variability was noted among adolescents with ASD.

Conclusions:

• Mathematical abilities in adolescents with ASD are complex, with significant group differences and substantial within-group variability.
• Individualized educational approaches are essential for adolescents with ASD.
• Early identification and targeted interventions are recommended to support mathematical learning in this population.