A Study of Problem Solving Strategies for Students with Autism Spectrum Disorders

Abstract

This action research describes a program for improving mathematical problem solving in students with autism spectrum disorders. Participants were four boys, ages 11- 14, in a suburban middle school. During the 4-week study, participants received 22 thirty minute sessions of instruction in addition to their regular general education math. All participants started with baseline instruction for three to six sessions, followed by an intervention phase of six to nine sessions using a problem solving strategy chart and checklist. Participants earned points for showing correct steps in problem solving using the visual cues in the individual checklist and wall chart. Daily earned points were charted by each participant. Higher post intervention scores indicate increased use of problem solving strategies for all of the students. This research is consistent with earlier research done with elementary students and students with learning disabilities. This strategy is particularly effective for students, such as these students with autism spectrum disorders, who learn more effectively using visual cues.