Meta-Analysis of Mathematics Interventions for Learners with Autism Spectrum Disorder
Yazarlar (2)
Doç. Dr. Muhammed Akif KARAL Sinop Üniversitesi, Türkiye
Paul J. Riccomini
Pennsylvania State University, Amerika Birleşik Devletleri
Pennsylvania State University, Amerika Birleşik Devletleri
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Education and Training in Autism and Developmental Disabilities (Q3) | ||
| Dergi ISSN | 2154-1647 Dergi Bilgileri (2024) | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | Ingilizce | Basım Tarihi | 09-2024 |
| Cilt / Sayı / Sayfa | 59 / 3 / 257–273 | DOI | 10.1177/215416472405900303 |
| Makale Linki | https://openurl.ebsco.com/EPDB%3Agcd%3A3%3A30227491/detailv2?sid=ebsco%3Aplink%3Ascholar&id=ebsco%3Agcd%3A178490710&crl=c | ||
| UAK Araştırma Alanları |
Otistik Engelliler Eğitimi
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| Özet |
| Students with autism spectrum disorder (ASD) require effective academic interventions tailored to their distinctive learning characteristics. This is especially important in mathematics since approximately a quarter of learners with ASD have a mathematics learning disability. This meta-analysis examined the effectiveness of mathematics interventions for students with ASD by synthesizing and analyzing 33 studies that met inclusion criteria. The findings indicate moderate to large Tau-U single-case effect sizes (ES ¼ .91) for the interventions. Five distinct intervention approaches were identified: multiple representations, video modeling, schema-based instruction, drill and practice, and multiple intervention components. Furthermore, these interventions were effective across various learner characteristics, mathematical performances, settings, and implementers. The implications for research and practice are discussed. |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Scopus | 2 |
| Google Scholar | 7 |