Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder

Bacicground: This study investigated the effects of explicit instruction on acquisition and generalization of mathematical concepts (more, different, long) by an elementary student with autism and co-morbid intellectual disability. Method: This study used a single-case multiple probe across behaviors design to measure the acquisition and generalization of concepts across four categories of stimuli: (a) far distractor objects, (b) near distractor objects, (c) near distractor pictures, and (d) environmental objects. Results: A functional relation was found between explicit instruction and independent identification of mathematical concepts. Data indicate the intervention was effective and treatment effects were maintained across concepts. Variable generalization patterns were observed across concepts. Conclusions: Explicit instruction is an effective instructional strategy for teaching mathematical concepts to learners with autism and co-morbid intellectual disability. Future research should measure the efficacy of explicit instruction for more advanced generalization of concepts and application to functional tasks.