Addressing the Mathematics Gap for Students with ASD: an Evidence-Based Systematic Review of Video-Based Mathematics Interventions

Elizabeth Murphy Hughes, Gulnoza Yakubova

Research output: Contribution to journalReview articlepeer-review

2 Scopus citations

Abstract

This systematic review of literature synthesizes research on video-based instruction (VBI) to teach mathematics to students with autism spectrum disorder (ASD). Eleven studies, including gray literature, were included in the synthesis resulting in data analysis of performance from 29 participants. To better align with transparent reporting guidelines of PRISMA (Moher et al., PLoS Medicine 6(7), 2009), we synthesize information regarding participants, intervention outcomes, and study design. Effects of student and study-level outcomes are presented in non-overlapping data (PND) and improvement rate difference (IRD). Findings show VBI has considerable support for positive effects across types of VBI, student characteristics, and mathematical concepts. Effective interventions incorporated academic and behavioral components with evidence base. With six studies demonstrating strong evidence, 16 individual cases of effect, and research spanning at least three research teams and research locations, results indicate that VBI meets minimum evidence set forth by Reichow et al., (Journal of Autism and Developmental Disorders 38:1311–1319, 2008) to be an established evidence-based practice to teach mathematics to students with ASD.

Original languageEnglish (US)
Pages (from-to)147-158
Number of pages12
JournalReview Journal of Autism and Developmental Disorders
Volume6
Issue number2
DOIs
StatePublished - Jun 15 2019

All Science Journal Classification (ASJC) codes

  • Developmental Neuroscience
  • Cognitive Neuroscience
  • Psychiatry and Mental health
  • Behavioral Neuroscience

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