Effects of a Graphic Organizer Intervention Package on the Mathematics Word Problem Solving Abilities of Students with Autism Spectrum Disorders

Many of the top 21 st century careers require advanced mathematics skills. However, mathematics is a known area of difficulty for students with disabilities (SWD), as they struggle in this area at a higher rate than peers without disabilities (O’Brien, 2016). Mathematical word problems incorporate comprehension of written language, an area known to pose additional challenges for SWD identified as having autism spectrum disorders (ASD; Smith-Myles, Simpson, & Becker, 1995). The authors describe an intervention involving the K-N-W-S graphic organizer, studied for the first time with the intent of examining its effect on mathematical word problem solving of students with ASD. In addition to the background, methods, and results of the current study, the authors discuss implications and future directions of this research

Supporting emotion regulation in individuals with <scp>ASD</scp> , <scp>ADHD</scp> and bipolar disorder through <scp>trauma‐informed</scp> instruction and <scp>self‐regulation</scp> strategies

This is the peer reviewed version of the following article: [Supporting emotion regulation in individuals with ASD , ADHD and bipolar disorder through trauma‐informed instruction and self‐regulation strategies. Journal of Research in Special Educational Needs (2022)], which has been published in final form at https://doi.org/10.1111/1471-3802.12586. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions: https://authorservices.wiley.com/author-resources/Journal-Authors/licensing/self-archiving.html#3. Deposited by shareyourpaper.org and openaccessbutton.org. We've taken reasonable steps to ensure this content doesn't violate copyright. However, if you think it does you can request a takedown by emailing [email protected]