Teaching Mathematics Skills to Students with Autism Spectrum Disorder: A Systematic Review of Single-Case-Experimental Research
DOI:
https://doi.org/10.33308/26674874.2024381672Keywords:
Mathematics Concepts, Mathematics Skills, Autism Spectrum Disorder, Single-Case Experimental Research, Descriptive Analysis, Methodological Quality, Design StandardsAbstract
The importance of developing math skills for every individual living in society is undeniable. However, it is known that students with autism spectrum disorder have poor mathematics skills and their mathematics performance is significantly behind their typically developing peers. The aim of this study is to examine research conducted using single-case research designs in the national literature on teaching mathematics skills to students with autism spectrum disorder in terms of their descriptive characteristics and methodological quality. The study is a systematic review and included 15 studies that met the inclusion criteria. Descriptive findings indicate that the majority of participants were male, interventions were implemented by researchers in structured settings, and evidence-based mathematics practices were used in teaching target skills. Findings regarding methodological quality indicate that only four studies had acceptable methodological features. These findings are discussed in the context of the related literature and suggestions for further research are presented.
Downloads
References
Akman, B. (2002). Okul öncesi dönemde matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23(23), 244–248.
Akmanoglu, N., & Batu, S. (2004). Teaching pointing to numerals to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 39(4), 326–336.
Albay, C. (2020). Otizm spektrum bozukluğu olan öğrencilere çarpma işleminin öğretiminde bilgisayar destekli geogebra yazılımıyla sunulan somut-yarı somut-soyut (CRA) öğretim stratejisinin etkililiği [Yayımlanmamış yüksek lisans tezi]. Marmara Üniversitesi.
Ayden, H. (2022). Otizm spektrum bozukluğu olan çocuklara temel toplama ve çıkarma işlemlerinin öğretiminde şarkı yoluyla sunulan nokta belirleme tekniğinin etkililiği [Yayımlanmamış yüksek lisans tezi]. Bolu Abant İzzet Baysal Üniversitesi.
Aydın O., & Cavkaytar, A. (2020). Otizm spektrum bozukluğu olan bir çocuğa temel matematik becerilerinin öğretiminde baba eğitim programının etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(1), 71–93. DOI: https://doi.org/10.21565/ozelegitimdergisi.523342
Aydın, O., Tekin-İftar, E., & Rakap, S. (2019). Bilimsel dayanaklı uygulamaları belirlemede “Tek-denekli deneysel araştırmaların niteliksel göstergeleri” yönergesinin matematik becerileri öğretimi örneğinde ele alınışı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(3), 597–628. DOI: https://doi.org/10.21565/ozelegitimdergisi.421952
Aydın, O., & Tekin-İftar, E. (2020). Teaching math skills to individuals with autism spectrum disorder: A descriptive and meta-analysis in single case research designs. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(2), 383-426. DOI: https://doi.org/10.21565/ozelegitimdergisi.521232
Barnett, J. E. H., & Cleary, S. (2015). Review of evidence-based mathematics interventions for students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 50(2), 172–185.
Benbow, C. P., Lubinski, D., Shea, D. L., & Eftekhari-Sanjani, H. (2000). Sex differences in mathematical reasoning ability at age 13: Their status 20 years later. Psychological Science, 11(6), 474–480. DOI: https://doi.org/10.1111/1467-9280.00291
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. DOI: https://doi.org/10.1111/j.1467-8624.2007.01019.x
Booth, A., Papaioannou, D., & Sutton, A. (2016). Systematic approaches to a successful literature review (2nd ed). SAGE.
Cappe, É., Poirier, N., Sankey, C., Belzil, A., & Dionne, C. (2018). Quality of life of French-Canadian parents raising a child with autism spectrum disorder and effects of psychosocial factors. Quality of Life Research, 27, 955–967. DOI: https://doi.org/10.1007/s11136-017-1757-4
Centers for Disease Control Prevention. (2008). What is the prevalence of autism? http://www.cdc.gov/ncbddd/autism/faq_prevalence.htm
Chiang, H. M., & Lin, Y. H. (2007). Mathematical ability of students with Asperger syndrome and high-functioning autism: A review of literature. Autism, 11(6), 547–556. DOI: https://doi.org/10.1177/1362361307083259
Cook, B. G., Buysse, V., Klingner, J., Landrum, T. J., McWilliam, R. A., Tankersley, M., & Test, D. W. (2015). CEC’s standards for classifying the evidence base of practices in special education. Remedial and Special Education, 36(4), 220–234. DOI: https://doi.org/10.1177/0741932514557271
Çimen-Erdoğan, S., & Baran, G. (2003). Erken çocukluk döneminde matematik. Eğitim ve Bilim, 28(130), 32-40.
Dickson, R., Cherry, M. G., & Boland, A. (2017). Carrying out a systematic review as a master’s thesis. In A. Boland, M. Gemma-Cherry & R. Dickson (Eds.), Doing a systematic review: A student’s guide (pp.22–50). SAGE.
Erkaraman, H. K., Yıkmış̧, A., & Terzioğlu, N. K. (2022). Otizmli öğrencilere basamak değerinin öğretiminde somut-yarı somut-soyut öğretim stratejisinin etkililiği. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(2), 480–499. DOI: https://doi.org/10.31592/aeusbed.1100487
Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on Social Work Practice, 19(5), 531–540. DOI: https://doi.org/10.1177/1049731509335549
Gevarter, C., Bryant, D. P., Bryant, B., Watkins, L., Zamora, C., & Sammarco, N. (2016). Mathematics interventions for individuals with autism spectrum disorder: A systematic review. Review Journal of Autism and Developmental Disorders, 3, 224–238. DOI: https://doi.org/10.1007/s40489-016-0078-9
Gobadze, T., & Düzkantar, A. (2019). Özel eğitimde matematik öğretimi ile ilgili yapılan çalışmaların incelenmesi. Üstün Zekalılar Eğitimi ve Yaratıcılık Dergisi, 6(2), 147–165.
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108. DOI: https://doi.org/10.1111/j.1471-1842.2009.00848.x
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179. DOI: https://doi.org/10.1177/001440290507100203
Jansen, B. R., Schmitz, E. A., & Van der Maas, H. L. (2016). Affective and motivational factors mediate the relation between math skills and use of math in everyday life. Frontiers in Psychology, 7(513), 1–11. DOI: https://doi.org/10.3389/fpsyg.2016.00513
Kalaycı, H. E., Gürsel, O., & Yücesoy-Özkan, Ş. (2015). Gelişimsel yetersizliği olan öğrencilere para kullanarak ürün satın alma becerisinin öğretiminde bir lira daha stratejisinin etkililiği. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(20), 513–545. DOI: https://doi.org/10.14520/adyusbd.27303
Karabulut, A., Yıkmış, A., Özak, H., & Karabulut, H. (2015). Şemaya dayalı problem çözme stratejisinin zihinsel yetersizliği olan öğrencilerin problem çözme performanslarına etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(Özel Sayı), 243–258. DOI: https://doi.org/10.17240/aibuefd.2015.15.0-5000128657
Kasap, C., & Ergenekon, Y. (2017). Effects of a schema approach for the achievement of the verbal mathematics problem-solving skills in individuals with autism spectrum disorders. Educational Sciences: Theory & Practice, 17(6), 1787–1809.
Kaya, S., & Güner-Yildiz, N. (2023). Using the concrete–representational–abstract sequence to teach math skills to a student with autism spectrum disorder in a general education classroom. International Journal of Developmental Disabilities, 1–12. DOI: https://doi.org/10.1080/20473869.2023.2180539
King, S. A., Lemons, C. J., & Davidson, K. A. (2016). Math interventions for students with autism spectrum disorder: A best-evidence synthesis. Exceptional Children, 82(4), 443–462. DOI: https://doi.org/10.1177/0014402915625066
Kot, M., Terzioğlu, N. K., Aktaş, B., & Yikmiş, A. (2018). Effectiveness of touch math technique: Meta-analysis study. European Journal of Special Education Research, 3(4), 100–111.
Kuh-Akgün, S., Karaaslan, Ö., & Erdem, H. Ş. (2023). Otizm spektrum bozukluğu olan öğrencilere çarpma işlemi öğretiminde nokta belirleme tekniğinin etkililiği. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 65, 260–287. DOI: https://doi.org/10.21764/maeuefd.1110195
May, T., Rinehart, N., Wilding, J., & Cornish, K. (2013). The role of attention in the academic attainment of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2147–2158. DOI: https://doi.org/10.1007/s10803-013-1766-2
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947–959. DOI: https://doi.org/10.1037/0012-1649.43.4.947
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Sage Publications.
Morrison, K., & Rosales-Ruiz, J. (1997). The effect of object preferences on task performance and stereotypy in a child with autism. Research in Developmental Disabilities, 18(2), 127–137. DOI: https://doi.org/10.1016/S0891-4222(96)00046-7
Murnane, R. J., Willett, J. B., & Levy, F. (1995). The growing importance of cognitive skills in wage determination. Review of Economics and Statistics, 77(2), 251–266. DOI: https://doi.org/10.2307/2109863
National Center for Education Statistics. (2022). NAEP Report Card: 2022 NAEP mathematics assessment highlighted results at Grades 4 and 8 for the nation, states, and districts. US Department of Education. https://www.nationsreportcard.gov/mathematics/nation/achievement
National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. US Department of Education.
Öz, B., Yüksel, T., & Nasiroğlu, S. (2020). Otizm spektrum bozukluğu tanısı alan çocukların annelerinde görülen depresyon-anksiyete belirtileri ve damgalanma algısı. Noro-Psikyatri Arsivi, 57(1), 50–55.
Rakap, S. (2016). Özel eğitimde bilimsel dayanaklı uygulamalar. V. Aksoy (Ed.), Özel eğitim içinde (ss.181–211). Pegem Akademi. DOI: https://doi.org/10.14527/9786053185963.07
Rakap, S. (2017). Okul öncesi dönemde kaynaştırma eğitimi uygulamalarının desteklenmesinde doğal öğretim yaklaşımları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(3), 471–492. DOI: https://doi.org/10.21565/ozelegitimdergisi.319665
Rakap, S. (2019). Re-visiting transition-based teaching: Impact of pre-service teacher's implementation on child outcomes. Learning and Instruction, 59, 54–64. DOI: https://doi.org/10.1016/j.learninstruc.2018.10.001
Rakap, S. (2020). Çoklu yetersizliği olan çocukların eğitiminde güncel yaklaşımlar. Vize Yayıncılık.
Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38(7), 1311–1319. DOI: https://doi.org/10.1007/s10803-007-0517-7
Ritchie, S. J., & Bates, T. C. (2013). Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological Science, 24(7), 1301–1308. DOI: https://doi.org/10.1177/0956797612466268
Schaefer-Whitby, P. J. (2013). The effects of Solve It! on the mathematical word problem solving ability of adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(2), 78–88. DOI: https://doi.org/10.1177/1088357612468764
Snyder, P., Rakap, S., Hemmeter, M. L., McLaughlin, T., Sandall, S., & McLean, M. (2015). Naturalistic instructional approaches in early learning: A systematic review of the empirical literature. Journal of Early Intervention, 37(1), 69–97. DOI: https://doi.org/10.1177/1053815115595461
Spooner, F., Root, J. R., Saunders, A. F., & Browder, D. M. (2019). An updated evidence-based practice review on teaching mathematics to students with moderate and severe developmental disabilities. Remedial and Special Education, 40(3), 150–165. DOI: https://doi.org/10.1177/0741932517751055
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., ... & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. PG Child Development Institute.
Szatmari, P., & Jones, M. B. (1991). IQ and the genetics of autism. Journal of Child Psychology and Psychiatry, 32(6), 897–908. DOI: https://doi.org/10.1111/j.1469-7610.1991.tb01917.x
Tekin-İftar, E., & Kırcaali-İftar, G. (2012). Özel eğitimde yanlışsız öğretim yöntemleri. Vize Akademik.
Terzioğlu, N. K., & Yıkmış, A. (2018). Otizm spektrum bozukluğu olan öğrencilere temel çıkarma işlemi öğretiminde nokta belirleme tekniğinin etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(1), 1–27.
Titeca, D., Roeyers, H., Josephy, H., Ceulemans, A., & Desoete, A. (2014). Preschool predictors of mathematics in first grade children with autism spectrum disorder. Research in Developmental Disabilities, 35(11), 2714-2727. DOI: https://doi.org/10.1016/j.ridd.2014.07.012
Töret, G., Aykut, Ç., Babacan, A., & Özkubat, U. (2015). Otizm spektrum bozukluğu olan çocuklarda akademik başarı düzeyleri üzerinde kendini izleme stratejisinin etkisinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(02), 125–147. DOI: https://doi.org/10.1501/Ozlegt_0000000224
Vuran, S., & Sönmez, M. (2008). Sosyal geçerlik kavramı ve Türkiye’de özel eğitim alanında yürütülen lisansüstü tezlerde sosyal geçerliğin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 9(01), 55–67. DOI: https://doi.org/10.1501/Ozlegt_0000000114
What Works Clearinghouse. (2020). Standards handbook (version 4.1). Institute of Education Sciences. https://ies.ed.gov/ncee/wwc/Docs/referenceresources/WWC-Standards-Handbook-v4-1-508.pdf
Williams, D. L., Goldstein, G., Kojkowski, N., & Minshew, N. J. (2008). Do individuals with high-functioning autism have the IQ profile associated with nonverbal learning disability? Research in Autism Spectrum Disorders, 2(2), 353–361. DOI: https://doi.org/10.1016/j.rasd.2007.08.005
Wolf, M.M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214. DOI: https://doi.org/10.1901/jaba.1978.11-203
Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, K., Brock, M. E., Plavnick, J. B., Fleury, V. P., & Schultz, T. A. (2014). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. Frank Porter Graham Child Development Institute. DOI: https://doi.org/10.1007/s10803-014-2351-z
Woodward, J. (2001). Constructivism and the role of skills in mathematics instruction for academically at-risk secondary students. Special Services in the Schools, 17(1/2), 15–32. DOI: https://doi.org/10.1300/J008v17n01_02
Yaman, G. (2018). Otizm spektrum bozukluğu olan çocuklara matematik becerilerinin öğretimi için bir mobil uygulamanın geliştirilmesi ve bu uygulamanın etkililiğinin değerlendirilmesi [Yayımlanmamış yüksek lisans tezi]. Anadolu Üniversitesi.
Yaşar, B. (2021). Otizm spektrum bozukluğu olan öğrencilere problem çözme becerisinin öğretiminde şemaya dayalı öğretim stratejisinin etkililiği [Yayımlanmamış yüksek lisans tezi]. Bolu Abant İzzet Baysal Üniversitesi.
Yıkmış, A. (2016). Effectiveness of the touch math technique in teaching basic addition to children with Autism. Educational Sciences: Theory & Practice, 16(3), 1005–1025.
Yıkmış, A., Kot, M., Terzioğlu, N. K., & Aktaş, B. (2018). Türkiye’de özel eğitim alanında yapılan matematik araştırmalarının betimsel analizi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(4), 2475–2501. DOI: https://doi.org/10.17240/aibuefd.2018.18.41844-445908
Yucesoy-Ozkan, S., Cakmak, Z., Cevher, Z., Gulboy, E., & Oz-Alkoyak, H. (2022). Are schema-based and modified schema-based instruction evidence-based practices for students with disabilities: A meta-analysis. Education & Training in Autism & Developmental Disabilities, 57(4), 446–462.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 1970 Journal of Education for Life
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
I accept that the Owner of Journal of Education for Life, the Editor, Associate Editors, Reviewers and the Editorial Board cannot be hold responsible regarding the scope, the findings, the discussion and conclusion of the manuscript submitted.
I declare to the editorship of Journal of Education for Life that the manuscript is original and has not been published anywhere else or is not under evaluation process for any other journal.
I approve that I grant Journal of Education for Life as the sole and exclusive right and license to publish for the full legal term of copyright of my manuscript concurring with article 5846 / 22-23-25 while I retain copyright in the work.
