Math Preference and Mastery Relationship in Middle School Students with Autism Spectrum Disorders |
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| Authors: | Devender R. Banda,James K. McAfee,David L. Lee,Richard M. Kubina Suffix" >Jr |
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| Affiliation: | (1) Special Education Program, Department of Educational Psychology and Leadership at Texas Tech University, Lubbock, TX, USA;(2) Department of Educational Psychology and School Psychology and Special Education at The Pennsylvania State University, University Park, PA, USA;(3) Department of Educational Psychology and Leadership, College of Education, Texas Tech University, P.O. Box 41071, Lubbock, TX 79409, USA |
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| Abstract: | We conducted this study to determine the relationship between math preference and mastery for five middle school students with autism spectrum disorders. We randomly presented several math addition and subtraction problem formats to determine the students’ preferences. Results indicated that preference was idiosyncratic across students. In addition, preference was not related to mastery in some students. Results are discussed within a theoretical framework of matching law. Implications for practitioners are discussed. |
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| Keywords: | Math Choice Preference Mastery Addition Subtraction Matching law Interspersal Autism |
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