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The problem
Intervention: Evidence-based mathematics interventions including explicit instruction, concrete-representational-abstract sequence, task analysis, and technology-assisted learning (video modeling)
Who it was tested with: Children with autism spectrum disorder taught by 250 teachers in special and inclusive education settings.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"A quantitative survey design was employed, collecting data from 250 teachers in special and inclusive education settings." The study documents educator beliefs and self-reported practices rather than measuring whether implementation of these strategies produces better learning outcomes for children with autism.
This is a perception-based survey without measurement of actual student outcomes, verification of implementation fidelity through observation, or comparison of outcomes between high and low implementation settings. The study cannot determine whether the strategies actually improve mathematics learning for children with ASD.
Across countries and designs
1 study · 0 countries
