Math preference and mastery relationship in middle school students with autism spectrum disorders

Devender R. Banda, James Kenneth McAfee, David Lee, Richard Kubina

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

We conducted this study to determine the relationship between math preference and mastery for five middle school students with autism spectrum disorders. We randomly presented several math addition and subtraction problem formats to determine the students' preferences. Results indicated that preference was idiosyncratic across students. In addition, preference was not related to mastery in some students. Results are discussed within a theoretical framework of matching law. Implications for practitioners are discussed.

Original languageEnglish (US)
Pages (from-to)207-223
Number of pages17
JournalJournal of Behavioral Education
Volume16
Issue number3
DOIs
StatePublished - Sep 1 2007

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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