Peer-reviewed article
Practices of Evidence-based Mathematics Interventions for Children with Autism Spectrum Disorder: A Cross-sectional Study.
Faisal Amjad, Nizar H Bagadood, Sofia Ahmed Sait, P V Vijesh ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study surveyed 250 teachers about how they use evidence-based mathematics teaching strategies with children who have autism spectrum disorder. Teachers were aware of and believed in strategies like explicit instruction, concrete-to-abstract sequencing, and video modeling, but faced barriers to using them consistently. Major obstacles included lack of training, time pressure, insufficient resources, and weak institutional support. The research shows that good teaching methods are not reaching classrooms despite teachers knowing about them.
Key points
- Teachers reported high awareness and positive perceptions of evidence-based mathematics interventions for children with ASD
- Commonly recognized effective strategies included explicit instruction, concrete-representational-abstract sequence, task analysis, and video modeling
- Significant barriers to implementation included insufficient training, time constraints, limited resources, and lack of institutional support
- A research-to-practice gap persists between knowledge of effective practices and their consistent classroom application
- The study calls for enhanced professional development and systemic resource allocation to improve mathematics outcomes
Limitations
The study is cross-sectional and captures only perceptions and self-reported practices; it does not measure actual student outcomes in mathematics or verify the fidelity of implementation through direct observation. The document does not specify which countries were included in the survey.
Abstract
AIMS: This study investigates the practices and perceptions of educators regarding evidence-based mathematics interventions for children with autism spectrum disorder (ASD). METHODS: A quantitative survey design was employed, collecting data from 250 teachers in special and inclusive education settings. RESULTS: Findings revealed strong educator awareness and positive perceptions of the effectiveness of strategies such as explicit instruction, the concrete-representational-abstract sequence, task analysis, and technology-assisted learning like video modeling. Despite high implementation rates and recognition of these practices' benefits for conceptual understanding and skill generalization, significant barriers impeded consistent application. Primary challenges included insufficient training, time constraints, limited resources, and a lack of institutional support. CONCLUSIONS: The study concludes that a critical research-to-practice gap persists, underscoring the necessity for enhanced professional development, systemic resource allocation, and stronger administrative support to translate evidence-based knowledge into sustained, high-fidelity classroom practice for improved mathematics outcomes in students with ASD.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Evidence-based mathematics interventions including explicit instruction, concrete-representational-abstract sequence, task analysis, and technology-assisted learning (video modeling)
- Population
- Children with autism spectrum disorder taught by 250 teachers in special and inclusive education settings
Key finding
Teachers reported high awareness and positive perceptions of the effectiveness of evidence-based strategies
Amjad et al. · PubMed (US National Library of Medicine) · 15 Jul 2026