Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


48th Annual Convention; Boston, MA; 2022

Event Details

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Paper Session #448
CE Offered: BACB
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.
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)
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.
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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