Practices of Evidence-based Mathematics Interventions for Children with Autism Spectrum Disorder: A Cross-sectional Study

Source abstract

Abstract Aims: This study investigates the practices and perceptions of educators regarding evidence-based mathematics interventions for children with autism spectrum disorder (ASD). Methods: A quantitative survey design was employed, collecting data from 250 teachers in special and inclusive education settings. Results: Findings revealed strong educator awareness and positive perceptions of the effectiveness of strategies such as explicit instruction, the concrete-representational-abstract sequence, task analysis, and technology-assisted learning like video modeling. Despite high implementation rates and recognition of these practices’ benefits for conceptual understanding and skill generalization, significant barriers impeded consistent application. Primary challenges included insufficient training, time constraints, limited resources, and a lack of institutional support. Conclusions: The study concludes that a critical research-to-practice gap persists, underscoring the necessity for enhanced professional development, systemic resource allocation, and stronger administrative support to translate evidence-based knowledge into sustained, high-fidelity classroom practice for improved mathematics outcomes in students with ASD.