Effects of Asd on Reading Comprehension and Math
Running Head: EFFECTS OF ASD ON READING COMPREHENSION AND MATH
Effects of ASD on Reading Comprehension and Math
Matthew O’Donoghue
American International College
05.02.13
EFFECTS OF ASD ON READING COMPREHENSION AND MATH
Abstract
Autism spectrum disorder children often face difficulties in several areas within the educational setting and curriculum. This paper will identify the affected child’s academic strengths and weaknesses within the areas of reading comprehension and math. It will describe evidenced based programming within the aforementioned areas and provide a description of typical educational settings, as well as, long term expected outcomes. Recommendations of evidence based interventions including how and why the programs should be selected will be shared.
EFFECTS OF ASD ON READING COMPREHENSION AND MATH
For most of ASD students, they are stronger at rote learning and literal comprehension. They have a more difficult time when asked to apply their knowledge, complete multi-step problems or assignments, and demonstrate their higher order thinking. The first academic area of need for autistic students is in math. Math is compact so that every number and symbol is critical to understanding. Math statements have high abstraction and the reading of word problems also have abstract word meanings, relationships between people, etc. Difficulties with the use of memory and strategies can create problems with conceptualizing mathematical operations and algorithms, representing and recalling math facts, and solving word problems (Wendling & Mather, 2009). Therefore, it is essential to teach explicitly and be concrete in your use of language, teach multiple meanings of math vocabulary, and allow for hands-on manipulation of problems. The second area of academic need for autistic students is reading
Effects of ASD on Reading Comprehension and Math
Matthew O’Donoghue
American International College
05.02.13
EFFECTS OF ASD ON READING COMPREHENSION AND MATH
Abstract
Autism spectrum disorder children often face difficulties in several areas within the educational setting and curriculum. This paper will identify the affected child’s academic strengths and weaknesses within the areas of reading comprehension and math. It will describe evidenced based programming within the aforementioned areas and provide a description of typical educational settings, as well as, long term expected outcomes. Recommendations of evidence based interventions including how and why the programs should be selected will be shared.
EFFECTS OF ASD ON READING COMPREHENSION AND MATH
For most of ASD students, they are stronger at rote learning and literal comprehension. They have a more difficult time when asked to apply their knowledge, complete multi-step problems or assignments, and demonstrate their higher order thinking. The first academic area of need for autistic students is in math. Math is compact so that every number and symbol is critical to understanding. Math statements have high abstraction and the reading of word problems also have abstract word meanings, relationships between people, etc. Difficulties with the use of memory and strategies can create problems with conceptualizing mathematical operations and algorithms, representing and recalling math facts, and solving word problems (Wendling & Mather, 2009). Therefore, it is essential to teach explicitly and be concrete in your use of language, teach multiple meanings of math vocabulary, and allow for hands-on manipulation of problems. The second area of academic need for autistic students is reading
References: Mather, N., & Wendling, B. J. (2009). Essentials of Evidence-Based Academic Interventions. John Wiley & Sons, Inc., Hoboken, New Jersey. National Association of Elementary School Principals: What Does Good Math Instruction Look Like?, 2007. Retrieved from http://www.naesp.org/resources/2/Principal/2007/S-Op51.pdf Gradin, T. (2006). Perspectives on Education from a Person on the Autism Spectrum. A School for the Common Good, 229-234. Whalen, K., & Hart J. E. (2011). Adapting an Evidence-Based Reading Comprehension Strategy for Learners with Autism Spectrum Disorder. Intervention in Scholl and Clinic,v46 n4 p195-203.