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 compare sets, identify and work with patterns, and use standard and nonstandard measurement, and calendar skills. Results indicate a functional relation between the intervention and early number sense, and students were able to generalize skills when systematic instruction was faded. Similar results were mirrored by pre–post standardized norm-referenced measures of early mathematics abilities. Implementation of the curriculum had positive results on the teacher’s perception of self-efficacy. The study’s contribution to research, recommendations for practice, and implications for future research are discussed.

中文翻译：

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建立自闭症幼儿园儿童的早期数字意识：一项复制研究

本研究报告了系统复制的结果，因此试图评估早期算术课程对自闭症幼儿园学生早期数感能力的影响。通过每天 15 分钟的基于故事的数学课程以及课堂老师提供的嵌入式系统指导，参与者学会了比较集合、识别和使用模式，以及使用标准和非标准测量以及日历技能。结果表明干预与早期数感之间存在功能关系，当系统教学淡化时，学生能够概括技能。类似的结果反映在早期数学能力的前后标准化规范参考测量中。课程的实施对教师的自我效能感产生了积极的影响。