A Systematic Review of Interventions to Improve Fraction Knowledge for Students with Autism Spectrum Disorder

• Published in: Education and training in autism and developmental disabilities Vol. 60; no. 1; pp. 3 - 21
• Main Authors: Cox, Sarah K, Saur-Burns, Rebecca
• Format: Journal Article
• Language: English
• Published: Arlington Division on Autism and Developmental Disabilities 01.03.2025
• Subjects: Autism; Autism Spectrum Disorders; Cognitive ability; Common Core State Standards; Computation; Curricula; Direct Instruction; Educational Methods; Educational Practices; Educational Strategies; Evidence Based Practice; Fractions; Intellectual disabilities; Intellectual Disability; Intensive treatment; Intermediate Grades; Intervention; Knowledge; Learning disabilities; Literature reviews; Mathematics; Mathematics Achievement; Mathematics Curriculum; Mathematics education; Mathematics Instruction; Mathematics Skills; Meta Analysis; Middle Schools; Multiple Disabilities; Numbers; Positive Reinforcement; Skills; Special education; State Standards; Student Characteristics; Student Participation; Students; Students with Disabilities; Systematic review; Teaching
• ISSN: 2154-1647

Fraction knowledge is an essential building block for successful completion of advanced mathematics courses and linked to the development of algebraic understanding. Many students, especially those with disabilities, experience significant difficulties developing fraction knowledge. Intensive fraction interventions have been shown to be effective for improving fraction knowledge for students with mathematical difficulties. The purpose of this study was to systematically review the existing literature to provide insight into fraction interventions for students with autism spectrum disorder (ASD). We report the characteristics and quality of eight identified articles teaching fractions to students with ASD, and then categorize strategies from high-quality students using the CEC criteria for evidence-based practices. Findings suggest the literature focused on mathematics interventions for students with ASD is increasing in quantity and quality from previous reviews, but the limited scope of fraction skills and the minimal diversity of participants suggests additional research is needed to allow for generalization of findings.