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| Instructional Strategies for Teaching Mathematics to Students With Autism |
| Monday, May 30, 2022 |
| 10:00 AM–10:25 AM |
| Meeting Level 2; Room 205C |
| Area: EDC |
| Instruction Level: Basic |
| Chair: Jared R Morris (Brigham Young University) |
| CE Instructor: Jared R Morris, Ph.D. |
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| Instructional Strategies for Teaching Mathematics to Students with Autism |
| Domain: Theory |
| JARED R MORRIS (Brigham Young University), Ryan Kellems (Brigham Young University), Cade T. Charlton (Brigham Young University), Patsy Gibbs (Brigham Young University) |
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| Abstract: Individuals with disabilities consistently perform below their neurotypical on national assessments of mathematics (NAEP, 2015, 2017). Further, it is estimated that around one fourth of students with autism have a mathematics learning disability (Williams et al. 2008) which directly impacts their academic performance. Effective and efficient methods and strategies for teaching mathematics to students with autism are critical for preparing them to increase their post-secondary educational and employment opportunities. Multiple reviews have evaluated interventions and instructional approaches for teaching mathematics to individuals with autism (Barnet & Cleary, 2015; Bouck et al., 2013; Gevarter et al., 2016). This review aims to evaluate the instructional components of interventions, technology, resources (i.e., number lines), virtual resources, and manipulatives researchers have used to improve the mathematical outcomes of students with autism. It is anticipated that the results of this review will be applicable to teachers of students with autism and will provide evidence-based strategies for teaching mathematics. It is also anticipated that this review will provide direction for future research. |
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| Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
| Learning Objectives: The participants will be able to: evaluate the instructional components of mathematics interventions; design and plan for instruction that uses evidence-based practices with intention; describe how to meaningfully incorporate effective mathematics interventions in their own schools and classrooms. |
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