Teaching Mathematical Word Problem Solving to Students With Autism Spectrum Disorder: A Best-Evidence Synthesis
Education and Training in Autism and Developmental Disabilities
Root, J. R., Ingelin, B., et al. (2021).
Education and Training in Autism and Developmental Disabilities, 56(4), 420-436.
This systematic review investigates mathematical word problem solving instructional strategies for students on the autism spectrum.
Not stated
1975 to April 2020
Experimental or quasi-experimental designs
20
Six mathematical word problem solving strategies met the Council for Exceptional Children (CEC) classification of an evidence-based task for students on the autism spectrum: <br />
<ul>
<li>task analysis, or breaking down chained tasks into smaller steps;</li>
<li>system of least prompts, or providing opportunities to practice a task with the least amount of support before increasing task difficulty;</li>
<li>graphic organizers, or diagrams visualizing concepts about quantities and their relationship to one another;</li>
<li>explicit instruction, or providing explanations and demonstrations of skills using practice and feedback until a student demonstrates mastery;</li>
<li>schema-based instruction, or the use of visual diagrams, memory tools, explicit instruction, and metacognitive strategy instruction; and</li>
<li>technology-based instruction, or electronic equipment and applications to support skills (e.g., iPads, video modeling).</li>
</ul>
Studies combined these interventions in multi-component treatment packages, so the effects of these individual strategies remain unknown. Limitations across studies include the varying complexity of the targeted mathematical content (e.g., addition, algebra) and the lack of natural settings (e.g., small or whole groups in the general education environment) or natural interventionists (e.g., teachers, peers). Future research is needed to investigate participant characteristics and different mathematical concepts.
