Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder

Tasha M. Oswald, Jonathan S. Beck, Ana-Maria Iosif, James B. Mccauley, Leslie J. Gilhooly, John C. Matter, Marjorie Solomon Friedman

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics.

Original languageEnglish (US)
JournalAutism Research
DOIs
StateAccepted/In press - 2015

Fingerprint

Mathematics
Aptitude
Anxiety
Linear Models
Autism Spectrum Disorder
Learning Disorders
Short-Term Memory
Students

Keywords

  • Adolescents
  • Anxiety
  • Mathematics problem solving
  • Perceptual reasoning
  • Working memory

ASJC Scopus subject areas

  • Neuroscience(all)
  • Clinical Neurology
  • Genetics(clinical)

Cite this

Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder. / Oswald, Tasha M.; Beck, Jonathan S.; Iosif, Ana-Maria; Mccauley, James B.; Gilhooly, Leslie J.; Matter, John C.; Friedman, Marjorie Solomon.

In: Autism Research, 2015.

Research output: Contribution to journalArticle

@article{73bad387b9714275b1bc17373b60efb9,
title = "Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder",
abstract = "Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22{\%} of the ASD sample evidenced a mathematics learning disability, while only 4{\%} exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics.",
keywords = "Adolescents, Anxiety, Mathematics problem solving, Perceptual reasoning, Working memory",
author = "Oswald, {Tasha M.} and Beck, {Jonathan S.} and Ana-Maria Iosif and Mccauley, {James B.} and Gilhooly, {Leslie J.} and Matter, {John C.} and Friedman, {Marjorie Solomon}",
year = "2015",
doi = "10.1002/aur.1524",
language = "English (US)",
journal = "Autism Research",
issn = "1939-3806",
publisher = "John Wiley and Sons Inc.",

}

TY - JOUR

T1 - Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder

AU - Oswald, Tasha M.

AU - Beck, Jonathan S.

AU - Iosif, Ana-Maria

AU - Mccauley, James B.

AU - Gilhooly, Leslie J.

AU - Matter, John C.

AU - Friedman, Marjorie Solomon

PY - 2015

Y1 - 2015

N2 - Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics.

AB - Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics.

KW - Adolescents

KW - Anxiety

KW - Mathematics problem solving

KW - Perceptual reasoning

KW - Working memory

UR - http://www.scopus.com/inward/record.url?scp=84945920689&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84945920689&partnerID=8YFLogxK

U2 - 10.1002/aur.1524

DO - 10.1002/aur.1524

M3 - Article

C2 - 26418313

AN - SCOPUS:84945920689

JO - Autism Research

JF - Autism Research

SN - 1939-3806

ER -