title: Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers.
abstract: This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study. Independent sample t tests and Spearman's rho correlations were used for data analysis. This study found: (a) Children with TD had higher word problem solving ability than did children with ASD; (b) Sentence comprehension, math vocabulary, computation, and everyday mathematical knowledge were associated with word problem solving ability of children with ASD and children with TD; and
authors: Special Education Program, Deaprtment of Health and Behavior Studies, Teachers College, Columbia University, Box 223, 525 West 120th St, New York, NY, 10027, USA, ysb2102@tc.columbia.edu.
authors: Young Seh
authors: YS
authors: Bae
authors: Hsu-Min
authors: HM
authors: Chiang
authors: Linda
authors: L
authors: Hickson
mesh_terms: D000067877:Autism Spectrum Disorder / Q000523:psychology*; D000067290:Behavior Rating Scale; D016022:Case-Control Studies; D002648:Child; D032882:Comprehension; D005260:Female; D006801:Humans; D007802:Language; D008297:Male; D008433:Mathematics; D010379:Peer Group; D011340:Problem Solving; D014825:Vocabulary