Preschool predictors of mathematics in first grade children with autism spectrum disorder

Titeca, Daisy; Roeyers, Herbert; Josephy, Haeike; Ceulemans, Anneliesje; Desoete, Annemie

doi:10.1016/j.ridd.2014.07.012

Cited by 40 publications

(31 citation statements)

References 80 publications

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“…The significant group differences found allow us to assume that ENC are important for setting learning trajectories in mathematics (Mazzocco and Thompson, 2005; Jordan et al, 2007; Jordan and Levine, 2009). …”

Section: Discussionmentioning

confidence: 94%

Predictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children

2017

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Early numerical competencies (ENC) (counting, number relations, and basic arithmetic operations) have a central position in the initial learning of mathematics, and their assessment is useful for predicting later mathematics achievement. Using a regression model, this study aims to analyze the correlational and predictive evidence between ENC and mathematics achievement in first grade Portuguese children (n = 123). The children’s ENC were examined at the point of school entry. Three criterion groups (low, moderate, and high ENC) were formed based on the results of the early numerical brief screener and mathematics achievement measured at the end of first grade. The following hypotheses were tested: children who started first grade with low numerical competencies remained low mathematics achievement at the end of first grade; and children who started with high numerical competencies, finished the first grade with high mathematics achievement. The results showed that ENC contributed to a significant amount of explained variance in mathematics achievement at the end of the first grade. Children with low numerical competencies performed lower than children with moderate and high numerical competencies. Findings suggest that ENC are meaningful for predicting first-grade mathematics difficulties.

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Section: Discussionmentioning

confidence: 94%

Predictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children

2017

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“…Twenty-two empirical studies apply visual teaching styles, such as (a) concrete-representational-abstract; (b) mathematical word problem-solving interventions; (c) nonsymbolic and symbolic number word; (d) schematic approach; (e) writing equations on paper; (f) real-life problems; (g) using materials that are both concrete (physical objects) and virtual (3-D objects on the computer); (h) video modelling package based on iPad; (i) number line mapping; (j) strategic schema-based instruction; (k) modified schema-based instruction; (l) flash cards; (m) numerical competencies; (n) mathematics based on conceptual approach; (o) the role of specific symbolic difference; (p) special cognitive criteria; (q) e-book education; (r) executive functioning; (s) computer-aided instruction; (t) interactive whiteboard and discrete trial training; (u) mathematical facts mastery; and (v) metacognitive, based on the computer. Interestingly, SBI is the most frequently used instructional strategy (Aagten-Murphy et al, 2015;Bae, 2013;Bae et al, 2015;Bouck et al, 2014;Burney, 2015;Casner, 2016;Cox & Root, 2018;Cravalho et al, 2014;Delisio et al, 2018;Desoete, 2012;Fries, 2013;Göransson, 2016;Hansen, 2014;Henning, 2018;Hiniker, 2016;Jowett et al, 2012;Kasap & Ergenekon, 2017;Maajeeny, 2017;Maras et al, 2017;Oie, 2016;Rasmussen & Bisanz, 2011;Rockwell, 2012;Rockwell et al, 2011;Shamir & Baruch, 2012;Titeca et al, 2014;Toll et al, 2011).…”

Section: Methodology and Resultsmentioning

confidence: 99%

“…To ensure that they can understand, teachers implement repetitive ASD methods (Hallahan, 2015). However, to date, researches have shown that the teaching and learning of mathematics for students diagnosed with ASD yield a variety of outcomes (Gevarter et al, 2016;Titeca et al, 2014). Carlson et al (2011) and Wei et al (2013) showed that the mathematics skills and mathematics test scores of students diagnosed with ASD were lower than those of students with other disabilities.…”

Section: Introductionmentioning

confidence: 99%

The Impacts of Mathematics Instructional Strategy on Students with Autism: A Systematic Literature Review

Siregar¹,

Rosli²,

Maat³

et al. 2020

EUROPEAN J ED RES

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Mathematics is one of the most challenging subjects for many students. A similar problem is faced by special needs students, such as students with Autism Spectrum Disorder (ASD). Various instructional strategies are implemented by specialists to help ASD students understand mathematics in schools. To explore the impacts of an instructional strategy of mathematics on ASD students, the authors conducted a review of literature from 2011 to 2017 using various databases including ProQuest Digital Dissertations and Theses Full Text, Google Scholar, and Science Direct. A total of 39 articles were found. Most of the instructional strategy aimed to assist ASD students in solving mathematics problems. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate instructional strategy to meet the needs of students with ASD and maximize their mathematics learning outcomes in schools.

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“…The procedural calculation and number fact retrieval abilities, sometimes termed calculation, computation, or numerical operations, have been characterized from lower (Wei, Lenz, & Blackorby, ) to average (Minshew, Goldstein, Taylor, & Siegel, ; Titeca et al, ) or even better (Iuculano et al, ; Titeca et al, ) than those of typically developing children. Word/language problems, also termed applied problems, have been reported as a weaker (Minshew et al, ), average (Iuculano et al, ), or higher (Titeca et al, ) domain of mathematics compared to typically developing children. Finally, only one study looked into the time‐related competences of children with ASD, reporting average performance in high‐functioning children with ASD when compared to typically developing peers.…”

mentioning

confidence: 99%

“…Chiang & Lin, 2007) versus a multi-componential approach [e.g. Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014]). Therefore, more research is warranted to disentangle the inconsistencies and to replicate previous findings on mathematics in children with ASD.…”

mentioning

confidence: 99%

Mathematical Abilities in Elementary School Children with Autism Spectrum Disorder

Titeca

Roeyers

Loeys

et al. 2015

Infant and Child Development

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Although clinical practitioners often express concerns about the mathematical functioning of children with autism spectrum disorder (ASD), the field of mathematics remains a relatively unexplored topic in individuals with ASD. Moreover, research findings are fragmentary and hold inconclusive results. The present study aimed to examine whether grade 1 (aged 6-7 years) to 4 (aged 9-10 years) elementary school children with ASD scored significantly different from age-adequate norms on mathematics. To this end, a multi-componential approach of mathematics was used. Four domains of mathematics were assessed in 121 children with ASD: procedural calculation, number fact retrieval, word/language problems, and time-related competences. All children attended general education classrooms, following the standard curriculum, and were coached by integrated educational services. Children with ASD showed a strength in word/language problems in second and fourth grade. There was evidence of a weakness for procedural calculation in first grade and for time-related competences in first and third grade. In all other cases, average scores were shown. As such, results revealed a profile of strengths, average abilities and weaknesses in mathematics and highlighted the importance of focusing on different domains of mathematics. Since a high variability in mathematical performance could be observed, we recommend an individual assessment when considering the mathematical trajectory of children with ASD.

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Preschool predictors of mathematics in first grade children with autism spectrum disorder

Cited by 40 publications

References 80 publications

Predictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children

Predictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children

The Impacts of Mathematics Instructional Strategy on Students with Autism: A Systematic Literature Review

Mathematical Abilities in Elementary School Children with Autism Spectrum Disorder

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