Mathematics Interventions for Students With High Functioning Autism/Asperger's Syndrome
Teachers are often at a loss when considering how to address mathematics difficulties for students with high functioning autism/Asperger's syndrome (HFA/AS). Students may show difficulty remembering operations throughout an equation, organizing information on the page, and comprehending the language in instructions or word problems (Minshew, Goldstein, Taylor Siegel, 1994). These difficulties are, in fact, very similar to the mathematics impairments demonstrated by students with nonverbal learning disability (NLD), a right hemispheric neurological impairment which greatly affects the ability of students to succeed in mathematics (Rourke Tsatsanis, 2000). Because NLD is defined neuropsychologically, mathematics interventions are more easily developed, and have proven effective (Rourke Tsatsanis, 2000).