ABSTRACT

Money skills are important for students with autism spectrum disorder (ASD) to successfully live independently. A crucial first step is teaching them money identification. The purpose of this study was to examine the efficacy of using TouchMath money (TMM) to teach middle school students with ASD to count money. A multiple probe design across participants was used to evaluate students’ accuracy in solving money identification problems. Results of the study demonstrated that two students showed intervention effects. Yet, the students struggled to generalise the skill. The third student demonstrated varied intervention effects, but the intervention was ended due to his challenging behaviour and end of the school year. Limitations and future directions were also discussed.

摘要

金钱技能对于患有自闭症谱系障碍 (ASD) 的学生成功独立生活很重要。关键的第一步是教他们识别货币。本研究的目的是检验使用 TouchMath money (TMM) 教自闭症中学生数钱的效果。使用跨参与者的多探针设计来评估学生解决货币识别问题的准确性。研究结果表明，两名学生表现出干预效果。然而，学生们很难概括这项技能。第三名学生表现出不同的干预效果，但由于他的挑战行为和学年结束，干预被终止。还讨论了局限性和未来方向。