The Common Core State Standards for Mathematics highlight the importance of not only content standards for mathematics but also mathematical practices such as communication, representation, and reasoning, skills that are often difficult for students with autism spectrum disorder (ASD). Through a single-case multiple-probe-across-participants design, this study found modified schema-based instruction (MSBI) to be an effective strategy to increase the use of mathematical practices for middle school students with ASD when solving multiplicative word problems. Four students eligible for special education services under the area of autism enrolled in sixth-grade general education mathematics classes increased their use of mathematical practices for two problem types (multiplicative comparison and proportion) and maintained the use of mathematical practices 4 to 8 weeks after intervention. Additionally, all participants generalized their use of mathematical practices to novel multiplicative comparison problems containing extraneous information, and three of the participants generalized mathematical practice skills to proportion problems containing extraneous information. Implications for practice are discussed.

《通用州核心数学标准》不仅强调了数学内容标准的重要性，而且还强调了诸如交流，表达和推理之类的数学实践的重要性，而自闭症谱系障碍（ASD）的学生通常很难掌握这些技能。通过单案例，多探针，跨参与者的设计，本研究发现，改进的基于图式的教学（MSBI）是增加中学生ASD在解决乘法单词问题时对数学实践的使用的有效策略。六年级通识数学课程中有四名自闭症领域有资格接受特殊教育服务的学生增加了对两种问题类型（乘性比较和比例）的数学实践使用，并在干预后4至8周保持了数学实践的使用。此外，所有参与者都将他们对数学实践的使用推广到了包含无关信息的新型乘法比较问题中，其中三名参与者将数学实践技能对了包含无关信息的比例问题进行了推广。讨论了对实践的影响。三名参与者将数学实践技能推广到包含无关信息的比例问题。讨论了对实践的影响。三名参与者将数学实践技能推广到包含无关信息的比例问题。讨论了对实践的影响。