Teaching Mathematics Word Problem Solving to Students With Autism Spectrum Disorder.

This article examines the effectiveness of conceptual model-based problem-solving (COMPS) instruction combined with the concrete-representational-abstract (CRA) teaching sequence in improving addition and subtraction word problem solving for elementary students with autism spectrum disorder (ASD) in the United States. Focusing on the National Council of Teachers of Mathematics (NCTM) "Big Idea" of the part–part–whole (PPW) relationship underlying various problem types (join-in, take-away, and combine), the study found that COMPS-CRA instruction significantly enhanced students' problem-solving accuracy, conceptual understanding of PPW, and ability to generalize skills to new contexts. Three second-grade students with ASD demonstrated marked improvements from baseline through intervention and maintained gains in post-tests, with positive feedback on the instructional approach. The study suggests that emphasizing overarching mathematical relationships through COMPS and CRA can support students with ASD in developing flexible and generalized problem-solving skills, while noting limitations such as exclusion of compare problem types and the need for further validation of assessment tools.