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

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. T...

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Bibliographic Details
Published in:Review journal of autism and developmental disorders 2019-06, Vol.6 (2), p.147-158
Main Authors: Hughes, Elizabeth M., Yakubova, Gulnoza
Format: Article
Language:English
Subjects:
Autism
Autism Spectrum Disorders
Behavioral Science and Psychology
Child and School Psychology
Data Analysis
Developmental Psychology
Evidence Based Practice
Mathematical Concepts
Mathematics education
Mathematics Instruction
Neurosciences
Psychiatry
Psychology
Rehabilitation
Review Paper
Social Work
Student Characteristics
Students with disabilities
Systematic review
Video
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Summary: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.
ISSN:2195-7177
2195-7185
DOI:10.1007/s40489-019-00160-3