Teaching Mathematics to Autistic Students in Special Education by Integrating Learn Units Within Precision Teaching

ABSTRACT

Autistic students with co‐occurring conditions often need additional support in mathematics. Precision Teaching (PT) has shown promise in this area, but its application has primarily focused on typically developing students, employing strategies, such as choral responding, that are less accessible to those with complex needs. Evidence is limited on PT's effectiveness for autistic students with co‐occurring conditions, particularly when implemented by frontline staff rather than PT experts. This study addressed these gaps. Five autistic students with co‐occurring conditions participated; all had Education, Health and Care Plans and attended a special education school in England, and four completed the study. Instruction focused on identifying equivalent amounts of money using worksheets and flashcards. Two concurrent multiple‐baseline across‐participant designs with two tiers were used. Instruction employed learn units and frequency‐building, delivered by CABAS teachers in sessions lasting on average 20–25 min. Participants improved, with gains maintained post‐instruction and small positive effect sizes. Participants performed well on most fluency assessments and demonstrated emerging skill application. Students with substantial differences in academic performance can benefit from PT, and frontline staff without PT expertise can implement it. However, functional relations were not fully demonstrated, feasibility remains a concern, and further research is needed.