Preschool predictors of mathematics in first grade children with autism spectrum disorder

AbstractUp till now, research evidence on the mathematical abilities of children with autism spectrum disorder (ASD) has been scarce and provided mixed results. The current study examined the predictive value of five early numerical competencies for four domains of mathematics in first grade. Thirty-three high-functioning children with ASD were followed up from preschool to first grade and compared with 54 typically developing children, as well as with normed samples in first grade. Five early numerical competencies were tested in preschool (5–6 years): verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. Four domains of mathematics were used as outcome variables in first grade (6–7 years): procedural calculation, number fact retrieval, word/language problems, and time-related competences. Children with ASD showed similar early numerical competencies at preschool age as typically developing children. Moreover, they scored average on number fact retrieval and time-related competences and higher on procedural calculation and word/language problems compared to the normed population in first grade. When predicting first grade mathematics performance in children with ASD, both verbal subitizing and counting seemed to be important to evaluate at preschool age. Verbal subitizing had a higher predictive value in children with ASD than in typically developing children. Whereas verbal subitizing was predictive for procedural calculation, number fact retrieval, and word/language problems, counting was predictive for procedural calculation and, to a lesser extent, number fact retrieval. Implications and directions for future research are discussed

Number Sense in Siblings of Children with Mathematical Learning Disabilities: A Longitudinal Study

Number sense, counting and logical thinking were assessed in 14 siblings of children with Mathematical Learning Disabilities (MLD) and in 41 age matched children without family members with MLD. The children were tested in kindergarten and followed up in grade 1. A 0-100 number line estimation paradigm with three formats (Arabic digits, dots and number) was used as a measure of number sense. Results reveal that siblings of children with MLD are less proficient in number line placements compared to non-siblings, with both groups having a logarithmic representation in kindergarten and grade 1. Siblings also differ from non siblings on procedural and conceptual counting knowledge and logical thinking in kindergarten. In addition, our findings suggest that nnumber line estimation in kindergarten is especially predictive for untimed procedural calculation performances in grade 1, whereas procedural counting knowledge is related to timed fact retrieval skills in grade 1. Our findings also reveal that MLD had a familial aggregation. Clinical siblings especially differ from non-clinical siblings on the estimation with Arabic numbers (in kindergarten and grade 1) and number words (in grade 1), pointing to the fact that especially symbolic number line estimation tasks on a 0-100 scale can be used as screeners for MLD. Implications for the understanding and diagnosis of MLD are discussed

Language in the prediction of arithmetics in kindergarten and grade 1

A

Early numerical competencies in 5- and 6-year-old children with autism spectrum disorder

Research Findings: To date, studies comparing the mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are scarce, and results remain inconclusive. In general, studies on this topic focus on mathematical abilities learned from elementary school onward, with little attention for possible precursors at younger ages. The current exploratory study focused on the important developmental period of preschool age, investigating 5 early numerical competencies in 30 high-functioning children with ASD and 30 age-matched control children: verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. Children were examined at 5 or 6 years of age, attending the 3rd and final year of preschool. Overall, rather similar early number processing was found in children with and without ASD, although marginally significant results indicated a weaker performance of children with ASD on verbal subitizing and conceptual counting. Practice or Policy: Given the pervasiveness and impact of ASD on other domains of functioning, it is important to know that no general deficits in early numerical competencies were found in this study. However, some downward trends in mathematics performance were identified in children with ASD, which can serve as the basis for additional research in this field