Abstract
According to recent studies, the number of students with autism spectrum disorder is increasing and the difficulty level is getting worse. Because of the weak central connection, difficulty integrating information and generalizing previously learned concepts, understanding concepts is a challenge for children with autism spectrum disorders, their applied math ability was also reduced. This article studies the computational ability of 02 students with autism spectrum disorder as a basis for orientation and propose measures to develop calculation capacity and quality of education for students with autism spectrum disorder in educational institutions.
References
- . American Spychiatric Association (2003), Quick Reference to the Diagnostic Criteria From DSM – IV – TR ™, Washington DC, APA.
- . Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high-functioning autistic individuals: Relationship to theory of mind. Child Psychology & Psychiatry & Allied Disciplines, 32(7), 1081–1105. https://doi.org/10.1111/j.1469-7610.1991.tb00351.x
- . Klinger, L. G., & Dawson, G. (2001). Prototype formation in autism. Development and Psychopathology, 13, 111-124.
- . Minshew, N. J., Meyer, J., & Goldstein, G. (2002). Abstract reasoning in autism: A disassociation between concept formation and concept identification. Neuropsychology, 16(3), 327–334. https://doi.org/10.1037/0894-4105.16.3.327.
- . Baron-Cohen, S., Wheelwright, S., Burtenshaw, A., & Hobson, E. (2007). Mathematicaltalent is linked to Autism. Human Nature, 18, 125-131.
- . Hsu-Min Chiang, Yueh-Hsien Lin (2007). Reading Comprehension Instruction for Students With Autism Spectrum Disorders: A Review of the Literature,First Published November 1, https://doi.org/10.1177/10883576070220040801.
- . Whitby, P., & Mancil, G. (2009). Academic achievement profiles of children with high functioning autism and Asperger syndrome: A review of the literature. Education and Training in Developmental Disabilities, 44, 551–560.
- . Mesibov, G.B. and Shea, V. (2010). The TEACCH Program in the Era of Evidence-Based Practice. Journal of Autism Developmental Disorders, 40, 570-579. http://dx.doi.org/10.1007/s10803-009-0901-6.
- . Bae, Y. S., Chiang, H.-M., & Hickson, L. (2015). Mathematical word problem solving ability of children with autism spectrum disorder and their typically developing peers. Journal of Autism and Developmental Disorders, 45(7), 2200–2208. https://doi.org/10.1007/s10803-015-2387-8.
- . Minshew, N.J., Goldstein, G., Taylor, H.G., Siegel, D.J. (1994). Academic achievement in high functioning autistic individuals. J. Clin. Exp. Neuropsychol, 16(2):261–270.
- . Troyb, E., Orinstein, A., Tyson, K., Helt, M., Eigsti, I.-M., Stevens, M., & Fein, D. (2014). Academic abilities in children and adolescents with a history of autism spectrum disorders who have achieved optimal outcomes. Autism, 18(3), 233–243. http://doi.org/10.1177/1362361312473519.
- . Raven, J., Raven, J. C., & Court, J. H. (2000, updated 2004). Manual for Raven’s Progressive Matrices and Vocabulary Scales. Section 3: The Standard Progressive Matrices, Including the Parallel and Plus Versions. San Antonio, TX: Harcourt Assessment.
- . Amr, M., Bu Ali, W., Hablas, H., Raddad, D., El-Mehesh, F., El-Gilany, A-H., Al-Shamy, H. (2012). Sociodemographic factors in Arab children with autism spectrum disorders. The Pan African Medical Journal, 13:65. doi: 10.11604/pamj.2012.13.65.1839.
- . Rosa M, Puig O, Lázaro L, Calvo R (2016). Socioeconomic status and intelligence quotient as predictors of psychiatric disorders in children and adolescents with high-functioning autism spectrum disorder and in their siblings. Autism, 20(8):963–972. doi: 10.1177/1362361315617881.
- . Van Steensel, FJA, Bögels, S. M., Perrin, S. (2011). Anxiety disorders in children and adolescents with autistic spectrum disorders: A meta-analysis. Clinical Child and Family Psychology Review. 14(3):302–317. doi: 10.1007/s10567-011-0097-0.