This study reports findings of a systematic replication and as such sought to evaluate effects of an early numeracy curriculum on early number sense attainment for Kindergarten students with autism. Through daily 15-min story-based math lessons with embedded systematic instruction delivered by their classroom teacher, participants learned to…

This study used a multiple probe across participants design, replicated across two interventions and counterbalanced across participant groups to examine the effects of number sense intervention and extensive practice intervention on strategy transformation when students with mathematics learning disabilities (MLD) solved basic fact problems. In…