The Effects of Instruction Strategy Using Special Interest Areas on Performance Rate and Accuracy in Mathematical Word Problems Solving Task of Students with Autism Spectrum Disorders

This study examined the effects of an instructional strategy using areas of special interest to students with Autism Spectrum Disorders (ASD) on their performance rate and accuracy in mathematical word problem-solving. The study used a multiple probe design for three students with ASD under three experimental conditions: baseline, intervention, and maintenance. First, the computation level of the word problem was selected by interviewing special education teachers and parents. Next, each participant’s special interest area was determined. Then, the interest areas were used to modify students’ word problems. Finally, the students were taught the instruction strategy’s four steps. The results indicated that the intervention increased each participant’s mathematical word problem-solving performance rate and accuracy. Furthermore, these effects persisted after the intervention. Several implications of the study are discussed