Use highly individualized instruction tailored to each specific student with ASD, aligned with their level of mathematical thinking¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors propose that applying a "one-size fits all" approach to students with ASD may not serve them well, and instead teachers should utilize highly individualized instruction tailored to each specific student, perhaps aligned with the student's level of mathematical thinking. This recommendation arises from the wide variability in the three ASD participants' abilities, needs, and reactions to the intervention.

Design Implications¶

Context¶

Requirements¶

• Teachers must assess each student's individual abilities, strengths, and needs before selecting an intervention

Constraints¶

• Limited research exists on EBPs for students with ASD solving word problems, making it difficult to identify a single intervention that works for most students with ASD

Target Learners¶

• students with autism spectrum disorders in elementary grades

Target Learning Goals¶

• mathematical word problem solving

Related Strategies¶

• Assess and tailor language therapy by comprehension phenotype rather than spoken-language level alone
• Use brief tablet-based trial-level fluency assessment to pinpoint specific arithmetic weaknesses for tailored intervention
• Sequence SEL intervention content by developmental stage, targeting skills most salient to each grade or age that serve as building blocks for later complex skills

Examples¶

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Key Sources¶

• Delisio, L. A., Bukaty, C. A., & Taylor, M. (2018). Effects of a Graphic Organizer Intervention Package on the Mathematics Word Problem Solving Abilities of Students with Autism Spectrum Disorders. The Journal of Special Education Apprenticeship, 7(2). https://eric.ed.gov/?id=EJ1185372