Mathematics Interventions for Students with High Functioning Autism/Asperger’s Syndrome
Fundamental Questions (1): What is Asperger’s syndrome, high functioning autism and nonverbal learning disability?
Asperger’s syndrome (AS) is typically identified as the same condition as autism. Research has indicated that there are “minimal qualitative differences” (p. 42) between Asperger’s syndrome and high-functioning autism.
High-functioning autism (HFA)/ Asperger’s syndrome (AS) ultimately presents challenges for individuals regarding social skills, repetitive patterns of behaviours and the ability to communicate. Individuals experiencing HFA/ AS often present an “overreliance on literal interpretation” and a “poor comprehension and application of nonverbal aspects” (Donaldson, J. B., & Zager, D, 2010, p. 42) when communicating with others. Symptoms of HFA/ AS can vary in severity among each individual depending on the relevance of HFA/ AS. HFA/ AS is primarily diagnosed through “observational information” (Donaldson, J. B., et al, p. 41) that occurs daily.
Nonverbal learning disability (NLD) affects an individual’s ability to understand and interpret nonverbal communication cues. Individuals experiencing NLD may have “difficulty understanding metaphors, abstract language, sarcasm, and humour” (Donaldson, J. B., et al, p. 42) others express. Unlike HFA/AS, NLD is frequently determined “through a neuropsychological profile” (Donaldson, J. B., et al, p. 41) completed by a professional.
Part-Whole Questions (1): Why do students experiencing HFA/ AS and/ or NLD endure difficulties with mathematics?
Students experiencing HFA/ AS and/ or NLD may experience difficulties in mathematics by having impaired “visuospatial abilities and motor skill deficits” (Donaldson, J. B., et al, p. 42), which are necessary abilities to obtain success in mathematics. Impairments of visuospatial abilities and motor skill deficits enable mathematics to become more challenging for students when “remembering operations throughout an equation, organizing information on the page, and comprehending” (Donaldson, J. B., et al, p. 42) instructions and the content presented.
Part-Whole Questions (2): What are the similarities between high functioning autism/ asperger’s syndrome and nonverbal learning disability?
High functioning autism (HFA)/ Asperger’s syndrome (AS) and nonverbal learning disability (NLD) present significant similarities such as “a similar pattern of behaviour and adaptive functioning”, “difficulty understanding the social world” and “maintaining reciprocal interaction” (Donaldson, J. B., et al, p. 42) with their peers. Individuals experiencing HFA/ AS and/ or NLD often endure most difficulties within social functioning such as interactions and communication.
Hypothesis Questions (1): What would happen if an educator does not incorporate effective interventions and instructional strategies?
If educators do not utilize various interventions and instructional strategies, then all students, with or without disabilities, will endure complications in mathematics. All students can benefit from interventions and instructional strategies as they promote students to have a more conceptual understanding of content. If inventions and strategies are not used in mathematics, students will experience “difficulties in math skill acquisition” and reach higher levels of “frustration” (Donaldson, J. B., et al, p.42) in mathematics throughout their academic life. Incorporating interventions and instructional strategies will positively impact student learning and it will help “inform teachers’ practice in lesson planning, differentiation, assessment, and grouping of students” (Donaldson, J. B., et al, p. 45) to effectively meet each student’s individual needs. Early development of effective interventions and instructional strategies will result in early, and future, success for all students.
Critical Questions (1): What are effective interventions and instructional strategies for students experiencing complications in mathematics?
- Self-regulation
Self-regulation enables students to monitor themselves by following “checklists as they perform computations, with reminders for each step” (Donaldson, J. B., et al, p. 43) when completing their work. This strategy is student-directed as students guide themselves through the checklist. Educators monitor student progress and determine if a student is on track with their learning by providing “feedback [that] follows [the] completion of the tasks” (Donaldson, J. B., et al, p. 43) that students are expected to complete.
- Direct Instruction
Direct instruction focuses on meeting the individual needs of each student to enable struggling learners to succeed. Educators must first use “curriculum-based [assessments]” (Donaldson, J. B., et al, p. 43) to determine specific areas of learning that require further individualized instruction. Next, educators will design and deliver content that is focused on the skills the student is struggling with, which is evidenced through the students’ assessments. Direct instruction “demonstrates how to perform tasks, prompts and guides the learner, and reinforces correct responses” (Donaldson, J. B., et al, p. 43) to promote the clarity of content and expectations for each student.
- Goal structure
Goal structure enables students, and educators, to set attainable goals for themselves and reach rewards or motivators when they achieve their goals. This strategy encourages students to have an “internal representation of what [a] strong performance” (Donaldson, J. B., et al, p. 44) looks like, thus resulting in students having an improved performance of their own. Goal structure promotes students to work towards achieving their personal goals because they “[know] that rewards [are] in store” (Donaldson, J. B., et al, p. 44) if they reach a goal.
- Concrete-representational-abstract (CRA)
The Concrete-representational-abstract (CRA) approach assists students to have a stronger understanding of abstract concepts. Abstract concepts in mathematics can include computation problems, problem-solving and fractions. Educators must show students “concrete examples” and “representations”, and then introduce students to “the abstract depiction of the concept” (Donaldson, J. B., et al, p. 44) if they want to incorporate CRA for student learning. This approach is highly beneficial for students experiencing HFA/ AS and/ or NLD as it helps them process abstract concepts.
- Integrated Behavioral Experiential Teaching (IBET)
Integrated Behavioral Experiential Teaching (IBET) combines elements of direct instruction, behavioural principles and CRA to enhance the learning of students experiencing HFA/ AS. IBET involves using visuals, “multisensory prompts and cues directly in the instructional stimuli” (Donaldson, J. B., et al, p. 44) presented to the students. This approach “utilizes students’ direct personal experiences” (Donaldson, J. B., et al, p. 44) to make the content and learning experiences more engaging and comprehensive for each student’s learning.
Critical Questions (2): What is my opinion of this article?
Educators need to be aware that they play a huge part as students shape their brains. If an educator does not apply interventions and strategies to support individual students, students will likely endure mathematical complications throughout their academic lives. Being involved in student learning and being aware of individual student needs early on will ensure all students succeed. I believe that if a student does not show improvement after trying various interventions and strategies, then that means they have not found the one that works best for that student yet. What works with some students, might not work with other students. Trial and error is what teaching is about.
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