The effect of math education on increasing math skills in children with Autism Spectrum Disorder (ASD) by using Applied Behavior Analysis (ABA) Method

Abstract Background & Purpose: Mathematics is one of the most important areas of the educational structure for students with severe and multiple disabilities, including autism spectrum disorder. Acquiring math skills for children with autism is much more difficult than reading and writing. These children have more difficulty processing mathematical information than reading and writing. Limitations in the field of identifying effective strategies to solve math problems in children and adolescents with autism and problems that most of these children and adolescents face in math-related skills, the need for research and increasing attention to this area Therefore, the purpose of this study was to investigate the effectiveness of teaching basic math concepts using the Applied Behavior Analysis (ABA) method on increasing the math skills of children with autism. Method: The present study is an applied goal and is among the quasi-experimental projects with a single case method. The design was AB and using available sampling method, 3 students with high performance autism spectrum disorder were selected. The measurement tool in this study was Garz questionnaire, K-Matt and Berge test. Results: The results of the present study show that the basic mathematical skills in each of the subjects increased after the intervention. Conclusion: In mathematics education, based on the ABA method, it is possible to teach mathematical concepts in a microcosm. In this method, the use of reinforcements and educational cardboard makes the process of teaching mathematical materials less attractive and less tedious, which in turn causes the math skills to increase over time.