Comparison of Math Assessment Modalities for Students with Autism Spectrum Disorder

Kathleen B. Aspiranti, Jennifer L. Reynolds, Erin E.C. Henze

Research output: Contribution to journalArticlepeer-review


Little is known about the impact of testing modality on math performance, particularly for students with autism spectrum disorder (ASD). In the current study, a multielement, single-case design was used with three students with ASD across three math fluency assessment modalities: paper-pencil, iPad with a stylus, and iPad with a keyboard. Each student alternated 1-minute math fluency probes in each modality, taking two assessments per day. Visual analysis showed minimal differences between the three modalities, and the modality with the highest mean score varied across students. Although the iPad stylus modality did not produce significantly higher scores for any student, all three students rated it as their favorite assessment. Implications for educators are discussed.

Original languageEnglish
Pages (from-to)261-271
Number of pages11
JournalEducation and Training in Autism and Developmental Disabilities
Issue number3
StatePublished - Sep 2022

Bibliographical note

Publisher Copyright:
© Division on Autism and Developmental Disabilities.

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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