Preschool predictors of mathematics in first grade children with autism spectrum disorder.
For high-functioning preschoolers with autism, quick checks of verbal subitizing and counting forecast later math success better than any other early numeracy measure.
01Research in Context
What this study did
The team followed high-functioning children with autism from preschool into first grade.
They checked early math skills like verbal subitizing and counting.
Then they looked at which preschool skills best predicted first-grade math scores.
What they found
Most kids entered first grade scoring average or above in math.
Verbal subitizing and counting were the strongest early signals.
Other early numeracy tasks added little extra information.
How this fits with other research
Tonizzi et al. (2023) pooled 13 studies and saw lower math scores for autistic youth.
The gap looks real across the spectrum, but Daisy et al. studied only high-functioning kids.
Leng et al. (2024) found weaker number sense in an unselected preschool group.
The seeming clash fades when you note the 2024 sample included more severe autism.
Wei et al. (2015) later showed these early predictors play out in mixed long-term paths.
Why it matters
Screen verbal subitizing and counting before kindergarten.
These two quick tasks flag which high-functioning learners may need math enrichment.
Add them to your assessment battery and track progress each quarter.
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02At a glance
03Original abstract
Up till now, research evidence on the mathematical abilities of children with autism spectrum disorder (ASD) has been scarce and provided mixed results. The current study examined the predictive value of five early numerical competencies for four domains of mathematics in first grade. Thirty-three high-functioning children with ASD were followed up from preschool to first grade and compared with 54 typically developing children, as well as with normed samples in first grade. Five early numerical competencies were tested in preschool (5-6 years): verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. Four domains of mathematics were used as outcome variables in first grade (6-7 years): procedural calculation, number fact retrieval, word/language problems, and time-related competences. Children with ASD showed similar early numerical competencies at preschool age as typically developing children. Moreover, they scored average on number fact retrieval and time-related competences and higher on procedural calculation and word/language problems compared to the normed population in first grade. When predicting first grade mathematics performance in children with ASD, both verbal subitizing and counting seemed to be important to evaluate at preschool age. Verbal subitizing had a higher predictive value in children with ASD than in typically developing children. Whereas verbal subitizing was predictive for procedural calculation, number fact retrieval, and word/language problems, counting was predictive for procedural calculation and, to a lesser extent, number fact retrieval. Implications and directions for future research are discussed.
Research in developmental disabilities, 2014 · doi:10.1016/j.ridd.2014.07.012