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Polo-Blanco I, Suárez-Pinilla P, Goñi-Cervera J, Suárez-Pinilla M, Payá B. Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile. J Autism Dev Disord 2024; 54:353-365. [PMID: 36319804 DOI: 10.1007/s10803-022-05802-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/15/2022] [Indexed: 11/06/2022]
Abstract
This study examines relationships between mathematical problem-solving performance (in terms of strategies used and accuracy) and the main cognitive domains associated with mathematical learning (i.e. executive functions, verbal comprehension and social perception) of children with and without autism spectrum disorder (ASD and non-ASD resp.). The study involved 26 ASD and 26 non-ASD children without intellectual disabilities, between 6 and 12 years old, matched by sex, age and school (grade and classroom). The results show a higher percentage of ASD children with problem solving difficulties than non-ASD (57% vs. 23% resp.). Poor performing ASD children showed comparatively lower scores in inhibition, theory of mind and verbal comprehension. Implications for the design of mathematical interventions for ASD students are discussed.
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Affiliation(s)
- Irene Polo-Blanco
- Departamento de Matemáticas Estadística y Computación, Facultad de Ciencias, Universidad de Cantabria, Santander, Spain.
| | - Paula Suárez-Pinilla
- Hospital Universitario Marqués de Valdecilla, Santander, Spain
- CIBERSAM. Centro de Investigación Biomédica en Red en Salud Mental, Madrid, Spain
- Grupo de Psiquiatría. IDIVAL: Instituto de Investigación Valdecilla, Santander, Spain
- Departamento de Medicina y Psiquiatría, Universidad de Cantabria, Santander, Spain
| | - Juncal Goñi-Cervera
- Departamento de Matemáticas Estadística y Computación, Facultad de Ciencias, Universidad de Cantabria, Santander, Spain
| | - Marta Suárez-Pinilla
- Department of Neurodegenerative Diseases, Queen Square Institute of Neurology, UCL, London, UK
| | - Beatriz Payá
- Hospital Universitario Marqués de Valdecilla, Santander, Spain
- Grupo de Psiquiatría. IDIVAL: Instituto de Investigación Valdecilla, Santander, Spain
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Wei X, Zhang S, Zhang J, Yu J. Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:2518-2529. [PMID: 37131296 DOI: 10.1177/13623613231168241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
For autistic students receiving special education services, little is known about their relative strengths, weaknesses, and enjoyment across different math content areas; their overall math interest and persistence are also not well-studied. Using the 2017 eighth-grade National Assessment of Education Progress data, this study finds, relative to general education peers with the same math proficiency level, autistic students scored higher and exhibited faster speed in solving visuospatial problems (e.g. identifying figures), but scored lower on math word problems with complex language or social context. Autistic students reported a higher level of enjoyment in solving math problems related to finding areas of shapes or figures but a lower level of persistence than their non-autistic, general education peers. Our work points out the need to help autistic students overcome their weaknesses in word problems and develop their mathematical persistence.
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Affiliation(s)
| | - Susu Zhang
- University of Illinois Urbana-Champaign, USA
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Tonizzi I, Usai MC. Math abilities in autism spectrum disorder: A meta-analysis. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 139:104559. [PMID: 37329855 DOI: 10.1016/j.ridd.2023.104559] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2022] [Revised: 05/10/2023] [Accepted: 06/11/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND Studies focusing on math abilities in autism spectrum disorder (ASD) are limited and often provide inconsistent results. AIM This meta-analysis was conducted to investigate math abilities in people with autism spectrum disorder (ASD) compared to typically developing (TD) participants. METHODS AND PROCEDURES According with PRISMA guidelines, a systematic search strategy was adopted. First, 4405 records were identified through database searching; then, the title-abstract screening led to the identification of 58 potentially relevant studies and, finally, after the full-text screening, 13 studies were included. OUTCOMES AND RESULTS Results shows that the group with ASD (n = 533) performed lower than the TD group (n = 525) with a small-to-medium effect (g=0.49). The effect size was not moderated by task-related characteristics. Instead, sample-related characteristics, specifically age, verbal intellectual functioning, and working memory, were significant moderators. CONCLUSIONS AND IMPLICATIONS This meta-analysis shows that people with ASD have poorer math skills than their TD peers, suggesting the importance of investigating math abilities in autism, taking into account the role of moderating variables.
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Affiliation(s)
- Irene Tonizzi
- Department of Educational Sciences, University of Genoa, Corso Podestà 2, 16128 Genoa, Italy
| | - Maria Carmen Usai
- Department of Educational Sciences, University of Genoa, Corso Podestà 2, 16128 Genoa, Italy.
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The Use of Technology-Based Interventions in Teaching STEM Skills to Autistic Students in K-12 Settings: A Systematic Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00351-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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Strategies used by students with autism when solving multiplicative problems: an exploratory study. ADVANCES IN AUTISM 2022. [DOI: 10.1108/aia-03-2021-0017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This paper aims to study the strategies used by ten students diagnosed with autism when solving multiplication and division problems because these operations are rarely studied in students with this condition.
Design/methodology/approach
This study conducted an exploratory study with ten students diagnosed with autism to explore and describe the strategies used in solving equal group problems. The authors also describe in detail the case of a student whom the authors deem to be representative because of the reasoning the student employed.
Findings
The informal strategies that they used are described, as well as the difficulties observed in the various problems, depending on the operation required to solve them. The strategies used include direct modeling with counting and others that relied on incorrect additive relationships, with strategies based on multiplication and division operations being scarce. Difficulties were observed in several problems, with measurement division being particularly challenging for the study participants.
Practical implications
The detailed description of the strategies used by the students revealed the meanings that they associate with the operations they are executing and brought to light potential difficulties, which can help teachers plan their instruction.
Originality/value
This research supplements other studies focusing on mathematical problem-solving with autistic students.
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What Ability Can Predict Mathematics Performance in Typically Developing Preschoolers and Those with Autism Spectrum Disorder? J Autism Dev Disord 2022; 53:2062-2077. [PMID: 35113327 DOI: 10.1007/s10803-022-05454-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/21/2022] [Indexed: 10/19/2022]
Abstract
Research evaluating predictors of mathematics ability in preschoolers with autism spectrum disorder (ASD) is scarce and inconclusive. The present study first compared the mathematics ability and cognitive abilities of preschoolers with ASD and age-matched typically developing (TD) peers. Then, we examined the relative contributions of cognitive abilities to the mathematics ability of preschoolers with ASD and TD. The results show that compared to those of their age-matched TD peers, the mathematics and cognitive abilities of preschoolers with ASD were impaired. The predictors of mathematics ability were found to differ among preschoolers with ASD and their age-matched TD peers. For TD preschoolers, the domain-specific approximate number system (ANS) was the key predictor of mathematics ability. For preschoolers with ASD, domain-general working memory (WM) was most important.
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Wittwer J. Autismus: Ein Überblick über Lernvoraussetzungen und Fördermaßnahmen. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2022. [DOI: 10.1024/1010-0652/a000326] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Autistische Schülerinnen und Schüler besitzen häufig geringere schulische Kompetenzen als nicht-autistische Schülerinnen und Schüler. Zugleich bestehen große Unterschiede in den schulischen Kompetenzen zwischen autistischen Schülerinnen und Schülern. Nicht selten weisen sie schulische Kompetenzen auf, die niedriger sind, als es aufgrund ihrer kognitiven Fähigkeiten zu erwarten wäre. Um zu verstehen, welche Faktoren das Lernen autistischer Schülerinnen und Schüler beeinflussen, wird in diesem Artikel ein Überblick über die Lernvoraussetzungen autistischer Schülerinnen und Schüler gegeben. Der Überblick zeigt, dass es autistischen Schülerinnen und Schülern schwerfallen kann, Vorwissen abzurufen und in Lernsituationen aktiv anzuwenden, Lernprozesse aufgrund von Einschränkungen in den exekutiven Funktionen angemessen zu steuern, verbale und visuelle Informationen im Arbeitsgedächtnis zu verarbeiten, kognitive und metakognitive Lernstrategien spontan anzuwenden, sich mit Lerninhalten auseinanderzusetzen, die nicht ihren eigenen Interessen entsprechen, und lernabträgliche Emotionen mittels geeigneter Strategien zu regulieren. Um autistische Schülerinnen und Schüler im Lernen zu unterstützen, werden Fördermaßnahmen zu den einzelnen Lernvoraussetzungen vorgestellt. Implikationen für Forschung und Praxis werden diskutiert.
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Affiliation(s)
- Jörg Wittwer
- Albert-Ludwigs-Universität Freiburg, Deutschland
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Turkestani M, Aldosiry N, Hamed N, Bhat RS, El-Ansary A. Learning Difficulties and Oxidative Stress in Autism Spectrum Disorder: A Review of the Role of Nutritional Interventions. NEUROCHEM J+ 2021. [DOI: 10.1134/s1819712421040140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Explicit and Systematic Scripted Instructional Programs for Students with Autism Spectrum Disorder: An Updated and Extended Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00284-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Polo Blanco I, González López MJ, Bruno A. Influencia del contexto en problemas de multiplicación y división: estudio de caso de un alumno con autismo. SIGLO CERO REVISTA ESPAÑOLA SOBRE DISCAPACIDAD INTELECTUAL 2021. [DOI: 10.14201/scero20215215978] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Los estudiantes diagnosticados con Trastornos del Espectro Autista (TEA) suelen desarrollar un interés especial sobre áreas que no son habituales en cuanto a su intensidad o temática. Este trabajo profundiza en comprender la influencia que tienen las áreas de interés especial en los procesos de resolución de problemas aritméticos verbales de multiplicación y división, mediante un estudio de caso único con un estudiante de 11 años diagnosticado con TEA y discapacidad intelectual. Se utiliza un cuestionario formado por 15 problemas enunciados en tres tipos de contextos: de interés especial, familiar y no familiar. Siguiendo una metodología cualitativa, se clasifican las estrategias informales y el éxito en la obtención de la solución. Los resultados muestran que las áreas de interés especial han supuesto una mayor implicación del estudiante, pero no han logrado una mejora efectiva respecto de los contextos familiares, ya que en ambos contextos el estudiante ha resuelto los problemas de multiplicación y de división-agrupamiento pero no ha logrado resolver los problemas de división-reparto. En el contexto no familiar no ha resuelto ningún problema. Estos hallazgos contribuyen a completar la literatura existente sobre la utilidad educativa de las áreas de interés especial en estudiantes diagnosticados con TEA.
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Lin X. Investigating the Unique Predictors of Word-Problem Solving Using Meta-Analytic Structural Equation Modeling. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09554-w] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Spencer M, Fuchs LS, Fuchs D. Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020; 60:101825. [PMID: 33100485 PMCID: PMC7583141 DOI: 10.1016/j.cedpsych.2019.101825] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
We investigated the longitudinal relations between cognitive skills, specifically language-related skills, and word-problem solving in 340 children (6.10 to 9.02 years). We used structural equation modeling to examine whether word-problem solving, computation skill, working memory, nonverbal reasoning, oral language, and word reading fluency measured at second grade were associated with performance on measures of word-problem solving in fourth grade. Results indicated that prior word-problem solving, computation skill, nonverbal reasoning, and oral language were significantly associated with children's later word-problem solving. Multi-group modeling suggested that these relations were not significantly different for boys versus girls. Implications of these findings are discussed.
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Creativity in Autism: An Examination of General and Mathematical Creative Thinking Among Children with Autism Spectrum Disorder and Children with Typical Development. J Autism Dev Disord 2019; 49:3833-3844. [PMID: 31183666 DOI: 10.1007/s10803-019-04094-x] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
This study investigated creative thinking abilities among two groups of 20 children with autism spectrum disorders (ASD) compared to 20 children with typical development ages 9-11. The study compared performance on two different creativity tests: general creativity (Pictorial Multiple Solutions-PMS) test versus mathematical creativity (Creating Equal Number-CEN) test, and investigated relationships between general and mathematical creative thinking across various cognitive measures including non-verbal IQ, verbal and non-verbal working memory and Attention. Results of the study demonstrate significant correlations among the measures of creativity indicating that the PMS and the CEN tasks represent different skills, or perhaps, different domains of creativity. Findings suggest that creativity can be found among individuals with ASD.
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Conceptualizations of Students with and without Disabilities as Mathematical Problem Solvers in Educational Research: A Critical Review. EDUCATION SCIENCES 2017. [DOI: 10.3390/educsci7020051] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Miller LE, Burke JD, Troyb E, Knoch K, Herlihy LE, Fein DA. Preschool predictors of school-age academic achievement in autism spectrum disorder. Clin Neuropsychol 2016; 31:382-403. [PMID: 27705180 DOI: 10.1080/13854046.2016.1225665] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
OBJECTIVE Characterization of academic functioning in children with autism spectrum disorder (ASD), particularly predictors of achievement, may have important implications for intervention. The current study aimed to characterize achievement profiles, confirm associations between academic ability and concurrent intellectual and social skills, and explore preschool predictors of school-age academic achievement in a sample of children with ASD. METHOD Children with ASD (n = 26) were evaluated at the approximate ages of two, four, and ten. Multiple regression was used to predict school-age academic achievement in reading and mathematics from both concurrent (i.e. school-age) and preschool variables. RESULTS Children with ASD demonstrated a weakness in reading comprehension relative to word reading. There was a smaller difference between mathematics skills; math reasoning was lower than numerical operations, but this did not quite reach trend level significance. Concurrent IQ and social skills were associated with school-age academic achievement across domains. Preschool verbal abilities significantly predicted school-age reading comprehension, above and beyond concurrent IQ, and early motor functioning predicted later math skills. CONCLUSIONS Specific developmental features of early ASD predict specific aspects of school-age achievement. Early intervention targeting language and motor skills may improve later achievement in this population.
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Affiliation(s)
- Lauren E Miller
- a Department of Psychological Sciences , University of Connecticut , Storrs , CT , USA
| | - Jeffrey D Burke
- a Department of Psychological Sciences , University of Connecticut , Storrs , CT , USA
| | - Eva Troyb
- b Alpert Medical School , Brown University , Providence , RI , USA
| | - Kelley Knoch
- c MassGeneral for Children at North Shore Medical Center , Salem , MA , USA
| | | | - Deborah A Fein
- a Department of Psychological Sciences , University of Connecticut , Storrs , CT , USA
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Schatz RB, Peterson RK, Bellini S. The Use of Video Self-Modeling to Increase On-Task Behavior in Children With High-Functioning Autism. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2016. [DOI: 10.1080/15377903.2016.1183542] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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