Explore the vast range of titles available.

Students with autism spectrum disorder (ASD) experience impairments in reciprocal social interactions, communication, and a restricted range of interests or repetitive behaviors that impact the development of their behavioral and/or social–emotional skills. In schools, students with ASD receive Individualized Education Programs (IEPs), which include goals to understand the types of behavioral and/or social–emotional skills students are working to develop. However, there is scant empirical research examining the nature of IEP goals that target behavioral and/or social–emotional skills among students with ASD. The current study explores the content, scope, and location of behavioral and social–emotional IEP goals for 153 students with ASD in Grades K-12 in one state in the Upper Midwest. Understanding the nature of IEP goals is a critical first step to increase access to evidence-based behavioral and social–emotional interventions for students with ASD. Implications for school-based behavioral and psychosocial interventions for students with ASD are discussed.

Effective instructional strategies to improve mathematical problem solving skills are critically important to student success in both school-based and real-world mathematics tasks. This study reports effects of a Virtual-Representational-Abstract Integrated framework on the mathematical problem solving skills of three middle school students with developmental disabilities (autism spectrum disorder and intellectual disability). All participants improved in their problem solving accuracy when solving multiplicative comparison word problems using realistic double and triple multipliers. Additionally, all participants maintained their mathematical problem solving accuracy after visual supports (graphic organizer) were removed. Detailed findings and implications for future research and practitioners are discussed.

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.

This systematic review provides a synthesis of intervention research that taught mathematical word problem solving skills to students with autism spectrum disorder between 1975 and April of 2020 by evaluating the body of research in terms of “what works”, “for whom” and “under what conditions”. The Council for Exceptional Children (CEC, 2014) quality indicators were used to evaluate methodology of the 20 included studies. The 18 studies that met the criteria to be classified as “high quality” were further analyzed in terms of intervention components (i.e., the “what”), how effectiveness was measured (i.e., defining “works”), characteristics of individuals included in the research (i.e., “for whom”) and the tasks, settings, and instructors used (i.e., “under what conditions”). While six practices met the CEC criteria for classification “evidence based”, including task analysis, system of least prompts, graphic organizers, explicit instruction, schema-based instruction, and technology assisted instruction, these practices were consistently used in combination as “treatment packages”. Implications for practice and future research are discussed.

Researchers have repeatedly found schematic diagrams, both as part of Modified Schema Based Instruction and outside of this problem-solving approach, effective for teaching students with disabilities, including intellectual and developmental disabilities (IDD), to solve math word problems. The current study was a systematic replication of Bouck, Long, et al. (2021) research examining students with disabilities finding the total bill inclusive of tip. This conceptual replication examined the impact of systematic changes to the previous intervention materials (i.e., color-coded schematic diagram) on student progression through the learning stages in trained and unfamiliar (i.e., simulated) experiences. In this single case design study, researchers examined three middle school students’ ability to accurately and independently calculate the total bill, with tip, using a color-coded schematic diagram and taught via the system of least prompts and explicit instruction. The researchers found two main results: (a) like previous results, the intervention package was effective with regards to students acquiring and maintaining independent and accurate responses; and (b) extending previous findings, the revised intervention was efficient (i.e., required fewer sessions) and supported student generalization during real-world simulations.

The purpose of this study was to evaluate the effect of a multicomponent mathematics intervention (modified schema-based instruction, video anchors, and goal setting with self-graphing) on mathematical problem-solving skills of secondary students with intellectual and developmental disabilities. Three participants were taught to solve percent of change word problems, which involved calculating the discounted price of an item or activity after using a coupon and then determining whether they had enough money to make the purchase. Results of the multiple probe across participant design indicate a functional relation between the intervention and problem solving, and all participants were able to generalize skills from word problems to real-world stimuli (i.e., coupons, receipts, menus). Implications for practice and future research are discussed.

Mathematics education highlights the importance of helping students understand mathematical content and the ability to think critically about mathematics. Mathematical practice standards outline expectations for engaging students in meaningful mathematics activities to encourage a deep understanding of mathematical concepts and content. For some students, however, engagement in mathematical practices may not come naturally, and therefore will need to be explicitly taught. Students with autism spectrum disorder have communication and executive functioning deficits that are likely to decrease their engagement in mathematical practices. A multiple probe across behaviors single-case design was used to investigate the effectiveness of a modified schema-based instructional (MSBI) strategy on the use of mathematical practices of a middle school student with autism spectrum disorder (ASD). The student was taught to solve equal group, proportional, and percent of change word problems using MSBI. Results provide evidence of a functional relation between MSBI and mathematical practices with three demonstrations of an effect. Results from social validity questionnaires also support the importance of the skills taught, along with an observed behavioral change for the student during mathematics instruction in his classroom setting. Implications for teaching and future research are discussed.

Students with disabilities often struggle acquiring fraction knowledge, which is an essential mathematical concept. Although previous researchers have examined fraction interventions, most of the current research base has focused on students at-risk for or with mathematical difficulties, and less attention has been given to students with diagnosed disabilities. Researchers conducted a multiple-probe across participants single-case research design to evaluate the initial efficacy of a fraction sense intervention to support four students with disabilities in their fraction knowledge. While insufficient evidence was found to claim a functional relation, there were observed differences from baseline to intervention performance for all four participants suggesting the need for a more rigorous design to evaluate the effects of the full intervention for individuals with disabilities. Implications for research and practice are discussed.

Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with the ability to attain and maintain social relationships but can also hinder academic performance. Educators are responsible and accountable for improving the academic performance of children with ASD and because of this emphasis on academic instruction, interventions that address social cognition including ToM may be overlooked in classroom settings. Yet, the influence of ToM and social cognition on both social and academic performance makes it essential that educators begin to address these skills early and in classroom settings. The purpose of this paper is to review the ToM construct as well as the links between ToM and the academic skill development of learners with ASD. This article includes examples of evidence-based educational strategies (i.e., reading and mathematics) for students with ASD and explain how these strategies may also support ToM.

O desenvolvimento da competência social é intrinsecamente difícil para os alunos com transtorno do espectro do autismo (TEA). Esses desafios relacionados à competência social são frequentemente atribuídos à cognição social, incluindo a Teoria da Mente (ToM), e não apenas interferem na capacidade de alcançar e manter relacionamentos sociais, mas também podem prejudicar o desempenho acadêmico. Os educadores são responsáveis ​​pela melhora do desempenho acadêmico das crianças com ASD e, devido a essa ênfase na instrução acadêmica, as intervenções que abordam a cognição social, incluindo ToM, podem ser negligenciadas em ambientes de sala de aula. No entanto, a influência do ToM e da cognição social no desempenho social e acadêmico torna essencial que os educadores comecem a abordar essas habilidades precocemente e em ambientes de sala de aula. O objetivo deste artigo é revisar a construção do ToM, bem como os links entre o ToM e o desenvolvimento de habilidades acadêmicas de alunos com ASD. Este artigo inclui exemplos de estratégias educacionais baseadas em evidências (ou seja, leitura e matemática) para alunos com TEA e explicam como essas estratégias também podem apoiar ToM