Examining Predictors of Math Ability Among Students with Autism

Abstract

A widely held, stereotyped belief is that students with autism tend to be mathematically gifted. This stereotype has some support in the annals of autism research, but more recently, researchers have revealed that the rates of both math giftedness and math weakness and/or disability among students with autism are higher than we would expect in a typical population (Chiang & Lin, 2007; Mayes & Calhoun, 2006; Oswald et al., 2015). More research is needed to determine how students who share a common diagnosis can have such disparate outcomes in the same area of academic performance. In the present study, I examine the role that restricted, repetitive behaviours and interests (RRBIs) have in predicting the math abilities of students with autism. I hypothesize that students’ consistent, systematic, and uniquely autistic engagement with RRBIs, such as special interests, leads to improved math reasoning abilities. Forty-nine students with autism completed standardized assessments of IQ and language. Scores from the Social Responsiveness Scale, Second Edition Restricted Interests and Repetitive Behaviours subscale were used as a measure of students’ RRBI symptomology. A standardized measure of foundational math ability was administered as the outcome measure. I present the results from a hierarchical regression analysis, which revealed that RRBIs did not account for a significant amount of the variance in participants’ math ability scores above and beyond IQ and language. I discuss the limitations of the measures used in this study as well as the value of these nonsignificant results, which may help to dismantle stereotypes and shape future research to better understand the academic achievement of students with autism.