Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

A Competency-Based Education Case Study: A Mathematics Intervention for a Five-Year-Old with Autism Spectrum Disorder (ASD)

  • Dr. Meirav Tzohar-Rozen (Author) Levinsky College of Education, Tel Aviv, Israel image/svg+xml
    Dr. Meirav Tzohar-Rozen is the head of the B.Ed special education department at the Levinsky College of Education. Her research specializes in self-regulated learning processes in mathematics and development of intervention programs for students with special needs in mathematics.
  • Dr. Yael Kimhi (Author) Levinsky College of Education, Tel Aviv, Israel
    Dr. Yael Kimhi is currently the Acting Rector of the Levinsky College of Education. Her main field of research is the academic and cognitive development in the autism spectrum (ASD) and teacher training.
  • Dalia Cohen, M.Ed. (Author) Levinsky College of Education, Tel Aviv, Israel
    Dalia Cohen is a kindergarten teacher for children with special needs at the Israeli Ministry of Education. She currently finished her master's degree (M.Ed.) in special education.
DOI
https://doi.org/10.64546/jaasep.502
Abstract
Early mathematics achievement is a significant predictor of future math learning. Current research shows that teachers lack knowledge in teaching methods for children with autism spectrum disorder (ASD). Specifically, research focusing on teaching mathematics in ASD is limited. A competency-based education (CBE) mathematics intervention was developed for a five-year-old boy with ASD in a naturalistic setting in his kindergarten and conducted as a single case study. The intervention was developed according to the specific needs of ASD, utilizing direct, embedded, and kinesthetic instruction. It incorporated support and ongoing assessment for teaching the standards-based mathematics curriculum. Two aspects were analyzed in the study: a) the kindergarten teacher’s process of intervention building and b) how this intervention advanced the student’s mathematical skills. The clinical and theoretical implications regarding the importance of an intensive, structured mathematical intervention for young children with ASD are discussed.
Keywords
Autism Spectrum Disorders, Competency Based Education, Direct Instruction, Foreign Countries, Intervention, Kindergarten
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How to Cite
Tzohar-Rozen, M., Kimhi, Y., & Cohen, D. (2022). A Competency-Based Education Case Study: A Mathematics Intervention for a Five-Year-Old with Autism Spectrum Disorder (ASD). Journal of the American Academy of Special Education Professionals, 17(3), 103-120. https://doi.org/10.64546/jaasep.502

Fall 2022

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  • Article Type Articles
  • Submitted September 12, 2022
  • Published October 15, 2022
  • Issue Fall 2022
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