Teaching Math Skills to Individuals with Autism Spectrum Disorder: A Descriptive and Meta-Analysis in Single Case Research Designs

The present study aims to evaluate the single-case experimental studies on teaching math skills to individuals with autism spectrum disorders in terms of (a) quality indicators developed by Horner et al. (2005), (b) descriptive analysis of the variables used in these studies, and (c) effect sizes of the interventions to decide whether they are evidence-based. Various databased were searched and the analyses were conducted for 26 studies. Results showed that 10 research studies classified as “acceptable” in terms of meeting quality indicators developed by Horner et al. (2005). The effect sizes of tese studies were calculated (Tau-U and PND) and results showed that visual presentation instructions and strategy-based instructions are the promising instructions in teaching math skills to individuals with autism. Based on the findings, future research needs and recommendations to the practitioners are discussed.