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Mathematical Proficiency in Adolescents with ASD.

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Title: Mathematical Proficiency in Adolescents with ASD.
Authors: Cohen, O. (AUTHOR), Sukenik, N. (AUTHOR)
Source: Journal of Autism & Developmental Disorders. Apr2026, Vol. 56 Issue 4, p1382-1397. 16p.
Subjects: Diagnosis of learning disabilities, Effect sizes (Statistics), Intellect, Reading, Mathematics, Cognitive testing, Task performance, Data analysis, Autism, Kruskal-Wallis Test, Pilot projects, Students with disabilities, Problem solving, Mann Whitney U Test, Descriptive statistics, Ability, Research methodology, Statistics, Psychometrics, Asperger's syndrome, Comparative studies, Intelligence tests, Data analysis software, Psychosocial factors, Thought & thinking, Written communication, Algorithms, Evaluation, Adolescence
Geographic Terms: Israel
Abstract: This study aimed to investigate the mathematical abilities of adolescents with Autism Spectrum Disorder (ASD) compared to typically developing (TD) peers, focusing on procedural thinking, arithmetic comprehension, and algebraic technique. Sixty-seven adolescents (31 with ASD, 36 TD) participated in the study. A comprehensive mathematics skills test, incorporating oral and written components, was individually administered to assess abilities across three main mathematical domains. The study employed a mixed-methods approach, combining quantitative analyses of group differences with qualitative assessments of response patterns. Significant differences were observed between ASD and TD groups across most mathematical measures, with TD adolescents generally outperforming those with ASD. Large effect sizes were noted in procedural thinking and algebraic procedures. However, no significant differences were found in word problem-solving. Within the ASD group, considerable variability was observed, with some individuals demonstrating age-appropriate mathematical abilities while others showed consistently low performance across all domains. The study highlights the complex nature of mathematical abilities in adolescents with ASD, characterized by significant group differences and within-group variability. These findings highlight the importance of individualized approaches in mathematical education for adolescents with ASD and emphasize the need for early identification and targeted interventions to address specific challenges in mathematical learning. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Mathematical Proficiency in Adolescents with ASD.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Apr2026, Vol. 56 Issue 4, p1382-1397. 16p.
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  Data: This study aimed to investigate the mathematical abilities of adolescents with Autism Spectrum Disorder (ASD) compared to typically developing (TD) peers, focusing on procedural thinking, arithmetic comprehension, and algebraic technique. Sixty-seven adolescents (31 with ASD, 36 TD) participated in the study. A comprehensive mathematics skills test, incorporating oral and written components, was individually administered to assess abilities across three main mathematical domains. The study employed a mixed-methods approach, combining quantitative analyses of group differences with qualitative assessments of response patterns. Significant differences were observed between ASD and TD groups across most mathematical measures, with TD adolescents generally outperforming those with ASD. Large effect sizes were noted in procedural thinking and algebraic procedures. However, no significant differences were found in word problem-solving. Within the ASD group, considerable variability was observed, with some individuals demonstrating age-appropriate mathematical abilities while others showed consistently low performance across all domains. The study highlights the complex nature of mathematical abilities in adolescents with ASD, characterized by significant group differences and within-group variability. These findings highlight the importance of individualized approaches in mathematical education for adolescents with ASD and emphasize the need for early identification and targeted interventions to address specific challenges in mathematical learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192345543
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10803-024-06645-3
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 1382
    Subjects:
      – SubjectFull: Diagnosis of learning disabilities
        Type: general
      – SubjectFull: Effect sizes (Statistics)
        Type: general
      – SubjectFull: Intellect
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Cognitive testing
        Type: general
      – SubjectFull: Task performance
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Kruskal-Wallis Test
        Type: general
      – SubjectFull: Pilot projects
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Mann Whitney U Test
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Ability
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      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Statistics
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      – SubjectFull: Psychometrics
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      – SubjectFull: Asperger's syndrome
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      – SubjectFull: Comparative studies
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      – SubjectFull: Intelligence tests
        Type: general
      – SubjectFull: Data analysis software
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      – SubjectFull: Psychosocial factors
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      – SubjectFull: Thought & thinking
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      – SubjectFull: Written communication
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      – SubjectFull: Algorithms
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      – SubjectFull: Evaluation
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      – SubjectFull: Adolescence
        Type: general
      – SubjectFull: Israel
        Type: general
    Titles:
      – TitleFull: Mathematical Proficiency in Adolescents with ASD.
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              Text: Apr2026
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              Y: 2026
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