Volume 5, Issue 165 (1-2022)
J Except Educ 1400, __(165): 95-95 |
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hafezi A, mirani sargazi N. The effect of math education on increasing math skills in
children with Autism Spectrum Disorder (ASD) by using
Applied Behavior Analysis (ABA) Method. J Except Educ 2022; 5 (165) :95-95
URL: http://exceptionaleducation.ir/article-1-2280-en.html
URL: http://exceptionaleducation.ir/article-1-2280-en.html
1- Nasibeh Campus in Tehran
2- shiraz university , nargesmiranisargazi@gmail.com
2- shiraz university , nargesmiranisargazi@gmail.com
Abstract: (3577 Views)
Abstract
Background & Purpose: Mathematics is one of the most important areas of the educational structure for
students with severe and multiple disabilities, including autism spectrum disorder. Acquiring math skills for
children with autism is much more difficult than reading and writing. These children have more difficulty
processing mathematical information than reading and writing. Limitations in the field of identifying effective
strategies to solve math problems in children and adolescents with autism and problems that most of these
children and adolescents face in math-related skills, the need for research and increasing attention to
this area Therefore, the purpose of this study was to investigate the effectiveness of teaching basic math
concepts using the Applied Behavior Analysis (ABA) method on increasing the math skills of children with
autism.
Method: The present study is an applied goal and is among the quasi-experimental projects with a single
case method. The design was AB and using available sampling method, 3 students with high performance
autism spectrum disorder were selected. The measurement tool in this study was Garz questionnaire,
K-Matt and Berge test.
Results: The results of the present study show that the basic mathematical skills in each of the subjects
increased after the intervention.
Conclusion: In mathematics education, based on the ABA method, it is possible to teach mathematical
concepts in a microcosm. In this method, the use of reinforcements and educational cardboard makes the
process of teaching mathematical materials less attractive and less tedious, which in turn causes the math
skills to increase over time.
Background & Purpose: Mathematics is one of the most important areas of the educational structure for
students with severe and multiple disabilities, including autism spectrum disorder. Acquiring math skills for
children with autism is much more difficult than reading and writing. These children have more difficulty
processing mathematical information than reading and writing. Limitations in the field of identifying effective
strategies to solve math problems in children and adolescents with autism and problems that most of these
children and adolescents face in math-related skills, the need for research and increasing attention to
this area Therefore, the purpose of this study was to investigate the effectiveness of teaching basic math
concepts using the Applied Behavior Analysis (ABA) method on increasing the math skills of children with
autism.
Method: The present study is an applied goal and is among the quasi-experimental projects with a single
case method. The design was AB and using available sampling method, 3 students with high performance
autism spectrum disorder were selected. The measurement tool in this study was Garz questionnaire,
K-Matt and Berge test.
Results: The results of the present study show that the basic mathematical skills in each of the subjects
increased after the intervention.
Conclusion: In mathematics education, based on the ABA method, it is possible to teach mathematical
concepts in a microcosm. In this method, the use of reinforcements and educational cardboard makes the
process of teaching mathematical materials less attractive and less tedious, which in turn causes the math
skills to increase over time.
Keywords: Applied Behavior Analysis (ABA), Autism Spectrom Disorder (ASD), increasing math skills, mathematics education
Type of Study: Original Article |
Subject:
Autism
Received: 2021/Jan/Mon | Revised: 2022/Jan/Mon | Accepted: 2021/May/Mon | Published: 2021/Sep/Wed | ePublished: 2021/Sep/Wed
Received: 2021/Jan/Mon | Revised: 2022/Jan/Mon | Accepted: 2021/May/Mon | Published: 2021/Sep/Wed | ePublished: 2021/Sep/Wed
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