心理干预
自闭症
背景(考古学)
数学教育
干预(咨询)
心理学
人口
自闭症谱系障碍
核心+数学项目
医学教育
连通数学
发展心理学
医学
古生物学
环境卫生
精神科
生物
作者
Juliet E. Hart Barnett,Shannon Cleary
出处
期刊:Education and training in autism and developmental disabilities
日期:2015-06-01
卷期号:50 (2): 172-185
被引量:4
摘要
Students with autism spectrum disorders (ASD) are being included more frequently in the general educational setting, and are therefore increasingly expected to access and master core curricular content, including mathematics. However, mathematics often presents challenges to students with ASD. Interventions to improve the mathematics skills of students with ASD have been recommended. This comprehensive literature review synthesized eleven studies of mathematics intervention strategies for students with ASD. Though studies related to instructional interventions in mathematics for students with ASD are limited, these students can benefit from mathematics interventions, which can help them strengthen their mathematics skills, increase independence when completing problems, and use acquired skills in community or other applied settings. Future implications include the need for additional, empirically-supported interventions in mathematics for students with ASD and the need to target more academically-oriented math interventions for this population, particularly in the context of problem solving, which will assist in determining the potential of students with ASD to achieve mathematic success.
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