Math abilities in autism spectrum disorder: A meta-analysis

Tonizzi, Irene; Usai, Maria Carmen

doi:10.1016/j.ridd.2023.104559

Cited by 6 publications

(3 citation statements)

References 59 publications

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“…Los entornos inmersivos ofrecen un alto grado de interactividad con el usuario y en consecuencia la posibilidad de desarrollar aún más la imaginación y el aprendizaje a través de diversos roles que se dan en las situaciones sociales representadas. (Tonizzi & Usai, 2023) Investigar las habilidades matemáticas en personas con TEA, en comparación con participantes con un desarrollo típico.…”

Section: Identificaciónunclassified

Aspectos del Trastorno Espectro Autista Relevantes para la Psicopedagogía: Una Revisión Sistemática

Cerrud Álvarez,

Valdés Agrazal,

Pérez Castillo

et al. 2024

Ciencia Latina

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El trastorno del espectro autista es un conjunto de características que modifican el comportamiento de una persona a nivel social y comunicativo, con patrones atípicos de funcionamiento y comportamiento. Se desarrolla una revisión sistemática enfocada en destacar los aspectos relevantes a conocer en psicopedagogía, responde a un rango de temporalidad para las publicaciones de los últimos cinco años. Para la recolección de información se utilizó la base de datos SCOPUS, a través de Science Direct, en donde luego de una depuración de resultados se proyectan doce resultados para el análisis, los cuales, abordan tres aspectos claves; las características clínicas, repercusión del contexto, avances y modelos de intervención en el aprendizaje. Se concluye que el trastorno espectro autista tiene repercusiones en el desarrollo de formación y aprendizaje, sin embargo, la detección oportuna, terapias de rehabilitación, incorporación de modelos de trabajo en los distintos niveles académicos y el apoyo de los avances tecnológicos facilitan su inserción en los distintos contextos sociales.

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Section: Identificaciónunclassified

Aspectos del Trastorno Espectro Autista Relevantes para la Psicopedagogía: Una Revisión Sistemática

Cerrud Álvarez,

Valdés Agrazal,

Pérez Castillo

et al. 2024

Ciencia Latina

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“…Every condition exhibits distinct traits. This results in the necessity for tailored services based on the unique demands of each client (Brookman-Frazee, 2018;Sharda, 2010;Tonizzi, 2023).…”

Section: Introductionmentioning

confidence: 99%

Parents' Accompanying to Identify Special-Needs Children in Depok, Indonesia.

Suharsiwi,

Pandia,

Ruwinah

et al. 2023

JIP-DIMAS

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The issue of detection services for children with special needs in Indonesia still merits attention, as it necessitates intensive treatment to enhance parents' ability to identify their children with growth and development issues. Regarding this topic, parents need a wealth of knowledge and skills. Community Service in Depok assists families in identifying children with special needs. Participants in the brief course must understand the characteristics of children with special needs. The goals of community service activities are as follows: a) conducting training activities on the characteristics of ABK, and b) conducting child development screening activities for the "early detection" of child growth and development issues. a) Parental comprehension of children with special needs; and b) Stage I, coordination with Forkesi, the Depok ABK service agency, the Depok Health Service, and the Depok City Government. Then, all Depok city councils and municipalities were invited to participate in parent training activities with the special parent community. The second implementation phase entails training parents on the characteristics and ABK assessment programs. The subsequent activity in Phase III was observing ABK in the classroom and exercising child development screening with our Malaysian partner, Hospital Penawar. Stage IV involves conducting a FGD with parents, instructors, and the Depok Health Service in attendance. The next step will be collaborating to monitor the Depok Posyandu Movement's developments.

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“…Another area of significantly weakened school skills is writing (sentence construction and handwriting) [26,27]. As in the case of reading, mathematical performance is reported as variable, and results depend upon the sub-skill examined [24,28]. Thus, compared to peers with typical development, students with ASD without ID show greater impairment in mathematical reasoning tasks, inferential processing, and problem-solving abilities than in computational skills [29][30][31].…”

Section: Introductionmentioning

confidence: 99%

Academic Skills in Students with Autism Spectrum Disorder and Intellectual Disability: A Systematic Review and Meta-Analysis

Di Blasi,

Costanzo,

Finocchiaro

et al. 2023

Education Sciences

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Background: A substantial proportion of children with autism spectrum disorder (ASD) also have an intellectual disability (ID). However, the academic achievement levels of students with ASD and ID (ASD-ID) are poorly documented and known. Method: We systematically reviewed studies on school skills (reading, spelling, and math) in children and adolescents with ASD-ID. The search was conducted in seven bibliographic databases: Embase, Pubmed/MEDLINE, PsycINFO, Cochrane Library, Ebscohost, Proquest, and Scopus until 28 May 2022. Results: We identified 33,750 reports, four of which met the inclusion criteria for the review. The studies, characterized by Level III evidence (non-randomized controlled trials), included 535 students, 266 in the ASD-ID group and 269 in the ASD-no ID group. A random-effects model meta-analysis revealed that students with ASD-ID had significantly lower reading, spelling, and math scores than students with ASD-no ID. The effect sizes associated with reading score differences were large, although with significant heterogeneity; similarly, the effect sizes associated with spelling and math score differences were also large, although to a lesser extent than for reading. Conclusions: The co-presence of ASD and ID is associated with significant deficits in reading, spelling, and math. However, the present meta-analytic results rest on a limited number of studies. This contrasts with the substantial proportion of children with ASD who have ID and highlights the need for further research to fill a significant gap regarding the profile of academic abilities of students with ASD-ID.

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Math abilities in autism spectrum disorder: A meta-analysis

Cited by 6 publications

References 59 publications

Aspectos del Trastorno Espectro Autista Relevantes para la Psicopedagogía: Una Revisión Sistemática

Aspectos del Trastorno Espectro Autista Relevantes para la Psicopedagogía: Una Revisión Sistemática

Parents' Accompanying to Identify Special-Needs Children in Depok, Indonesia.

Academic Skills in Students with Autism Spectrum Disorder and Intellectual Disability: A Systematic Review and Meta-Analysis

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