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What Ability Can Predict Mathematics Performance in Typically Developing Preschoolers and Those with Autism Spectrum Disorder?

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Abstract

Research evaluating predictors of mathematics ability in preschoolers with autism spectrum disorder (ASD) is scarce and inconclusive. The present study first compared the mathematics ability and cognitive abilities of preschoolers with ASD and age-matched typically developing (TD) peers. Then, we examined the relative contributions of cognitive abilities to the mathematics ability of preschoolers with ASD and TD. The results show that compared to those of their age-matched TD peers, the mathematics and cognitive abilities of preschoolers with ASD were impaired. The predictors of mathematics ability were found to differ among preschoolers with ASD and their age-matched TD peers. For TD preschoolers, the domain-specific approximate number system (ANS) was the key predictor of mathematics ability. For preschoolers with ASD, domain-general working memory (WM) was most important.

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Funding

Funding was provided by Department of Finance of Jilin Province (CN), (Grant No. JJKH20201189SK), and Federation for the Humanities and Social Sciences (Grant No. 18YJA190016).

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  1. School of Psychology, Northeast Normal University, No. 5268 Renmin Street, Changchun, 130024, China

    Lijuan Wang, Xiao Liang, Bo Jiang, Qiutong Wu & Luyao Jiang

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  1. Lijuan Wang
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  2. Xiao Liang
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  3. Bo Jiang
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  4. Qiutong Wu
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  5. Luyao Jiang
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Contributions

LW designed and directed this study and drafted the manuscript; XL participated in the conceptual framing of the study, data analysis, and revision of the manuscript; XL, BJ, QW, LJ participated in the data collection.

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Correspondence to Lijuan Wang.

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Appendix

Appendix

The steps of the stepwise regression analysis using SPSS are as follows: (1) Click the menu “Analysis → Regression → Linear” in turn; (2) enter “early mathematics ability” in the "dependent variable" column on the display window, and enter ANS (w or ACC), verbal intelligence, operational intelligence, IC, and WM in the "independent variable" column (the order of input does not affect the analysis results); and (3) select the “Stepwise” regression method in the “Methods” column. Click the "OK" button. Finally, the analysis results will appear. The same process was performed for both TD and ASD preschoolers.

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Wang, L., Liang, X., Jiang, B. et al. What Ability Can Predict Mathematics Performance in Typically Developing Preschoolers and Those with Autism Spectrum Disorder?. J Autism Dev Disord 53, 2062–2077 (2023). https://doi.org/10.1007/s10803-022-05454-w

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