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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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相关实验视频

Updated: Jun 6, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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患有自闭症的青少年的数学能力

O Cohen1, N Sukenik2

  • 1Faculty of Education, Bar Ilan University, Ramat-Gan, Israel.

Journal of autism and developmental disorders
|November 26, 2024
PubMed
概括
此摘要是机器生成的。

患有自闭症谱系障碍 (ASD) 的青少年在数学能力方面与典型发育的同龄人相比,表现出显著的差异,特别是在程序性思维和代数方面. 在不同小组中,文字解决问题的技能是可比的.

关键词:
在ASD中,使用的是ASD.青少年 青少年 青少年代数过程的代数程序.算术理解能力 算术理解能力数学能力的表现.程序性思维是一种过程性思维.

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科学领域:

  • 神经发育障碍 神经发育障碍
  • 教育心理学教育心理学
  • 认知科学 认知科学

背景情况:

  • 自闭症谱系障碍 (ASD) 是一种影响社会互动和沟通的神经发育状况.
  • 患有自闭症青少年的数学能力尚未得到充分理解,在特定领域存在潜在挑战.
  • 了解这些差异对于制定有效的教育策略至关重要.

研究的目的:

  • 将ASD青少年的数学能力与典型发育 (TD) 同龄人进行比较.
  • 调查程序思维,算术理解和代数技术中的表现.
  • 确定ASD青少年的数学优势和缺点的特定领域.

主要方法:

  • 使用混合方法方法,结合定量和定性分析.
  • 67名青少年 (31名患有自闭症,36名TD) 完成了综合数学技能测试.
  • 测试包括口头和书面部分,评估程序思维,算术理解和代数技术.

主要成果:

  • 在大多数数学指标上,TD青少年的表现普遍优于ASD青少年.
  • 在程序性思维和代数过程中观察到显著的差异和大效果大小.
  • 在ASD和TD组之间,在文字问题解决能力方面没有发现显著差异.
  • 在患有自闭症的青少年中,观察到相当大的群体内变化.

结论:

  • 患有自闭症的青少年的数学能力复杂,具有显著的群体差异和实质性的群体内部变化.
  • 个性化教育方法对于患有自闭症的青少年至关重要.
  • 建议早期识别和有针对性的干预措施,以支持这一群体的数学学习.