Visual supports to teach algebraic equations to a middle school student with autism spectrum disorder

Abstract

Students with autism spectrum disorders (ASD) are included more frequently in general education, and are increasingly expected to access and master core curricular content, including mathematics. However, mathematics often presents challenges to students with ASD. Studies on instructional interventions in mathematics for students with ASD are also limited. This article reports the results of implementation of a visual support strategy on the linear equation problem solving of a middle school student with high-functioning ASD. Results indicated positive intervention effects on the participant’s ability to solve algebraic equations. Implications include the need for additional, empirically supported, interventions in mathematics for students with ASD, particularly in the context of problem solving, which will contribute to their success in inclusive academic settings.

Keywords:

• Autism spectrum disorder
• mathematics
• academic strategies

Additional information

Notes on contributors

Juliet Hart Barnett

Juliet Hart Barnett is an associate professor of special education in the Mary Lou Fulton Teachers College at Arizona State University. Her current research interests include classroom-based interventions for students with autism spectrum disorder and teacher preparation.

Shannon Cleary

Shannon Cleary is a graduate student at Notre Dame University with interest in secondary mathematics education and students with autism spectrum disorder.