WEBVTT

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<v Speaker 0>Hi, everybody.

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<v Speaker 0>My name is Dr Stephanie Malone, and I work at

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<v Speaker 0>the Autism Centre of Excellence at Griffith University.

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<v Speaker 1>So today I just want to give you some information

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<v Speaker 0>about what we know about mathematics development in children on

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<v Speaker 1>the autism spectrum.

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<v Speaker 1>I'm very much going to be focusing on those primary

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<v Speaker 0>school years when children are first learning about numbers and

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<v Speaker 0>how to do addition and so on.

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<v Speaker 1>So today I'll first talk about why maths

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<v Speaker 0>is important.

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<v Speaker 0>We'll then think about the different skills that contribute to

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<v Speaker 1>the development of our mathematics ability.

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<v Speaker 1>And then I'll talk about what do we actually

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<v Speaker 1>know about maths for children on the autism spectrum?

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<v Speaker 0>Finally, I'll give you some hints and tips based on

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<v Speaker 1>the current research about different learning supports that are showing

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<v Speaker 1>promise in helping support kids on the spectrum in their

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<v Speaker 0>maths development.

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<v Speaker 0>So, first, why is math so important?

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<v Speaker 0>We know that maths is such a central skill.

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<v Speaker 0>It's something that is one of those key foundational abilities

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<v Speaker 0>that we learn during our primary school years, and a

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<v Speaker 0>multitude of research has shown that mathematics ability goes on

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<v Speaker 0>to predict our self esteem, our school success and also

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<v Speaker 1>our employment opportunities after we finish school.

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<v Speaker 1>So it shows that maths is something that is very

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<v Speaker 0>central and key to our development.

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<v Speaker 0>So a commonly held belief is that individuals on the

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<v Speaker 0>autism spectrum all excel in mathematics.

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<v Speaker 0>So we know that this actually isn't the case.

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<v Speaker 0>There's a wide variability in children's performance on mathematics assessments.

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<v Speaker 0>While some children do really well and show that they

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<v Speaker 0>have gifted areas in mathematics, there are other children that

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<v Speaker 1>may be performing in maths at a lower level than

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<v Speaker 0>what you would expect, given their cognitive ability or their

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<v Speaker 1>IQ and their age.

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<v Speaker 1>In fact, we know, based on research, that children on

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<v Speaker 1>the autism spectrum are four times more likely to be

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<v Speaker 0>diagnosed with a mathematical learning difficulty than their neurotypical

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<v Speaker 0>counterparts.

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<v Speaker 1>Well, why is this?

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<v Speaker 1>We don't have a really clear understanding about why children

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<v Speaker 0>on the spectrum may experience these challenges in mathematics.

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<v Speaker 1>There's very limited research that's looked at this.

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<v Speaker 1>In fact, in the primary school years, up to about

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<v Speaker 0>11 years of age, we actually only have about 30

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<v Speaker 0>research articles that have looked so it's definitely an area

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<v Speaker 0>that we need a lot more research in, so we're

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<v Speaker 0>better able to know how we can support the maths

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<v Speaker 0>development for kids on the spectrum.

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<v Speaker 1>But a good starting point is to look at how

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<v Speaker 0>neurotypical children learn maths. Now

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<v Speaker 0>there's been a lot of research that's looked at this,

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<v Speaker 1>and it's identified that there are two different categories of

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<v Speaker 1>skills that actually predict maths development.

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<v Speaker 1>We have what's referred to as a domain specific skill.

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<v Speaker 1>So these are all those skills that are clearly related

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<v Speaker 0>to math.

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<v Speaker 0>They include numbers and quantity and all those things that

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<v Speaker 0>are specific to mathematics ability.

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<v Speaker 1>We also have domain general, so these are more the

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<v Speaker 1>general skills that we use across our daily lives.

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<v Speaker 1>So I'll talk about both of these a bit

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<v Speaker 0>more now.

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<v Speaker 1>So domain specific skills.

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<v Speaker 1>What sort of skills have we found in research to

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<v Speaker 0>support the maths development of neurotypical kids?

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<v Speaker 1>So we have what numbers look and sound like.

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<v Speaker 1>So if you are able to recognise the number five

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<v Speaker 0>written on a piece of paper, or to understand the

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<v Speaker 1>word five, then that's actually been shown to predict how

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<v Speaker 0>well children perform in mathematics assessments.

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<v Speaker 0>Now this is clear.

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<v Speaker 0>If you don't understand what the number looks like or

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<v Speaker 0>what it sounds like, it's going to make maths a

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<v Speaker 0>little bit more challenging.

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<v Speaker 1>We also have the quantity and that numbers represent.

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<v Speaker 0>So if I say the word five to you, you

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<v Speaker 1>can picture what that five means, whether it's five balls

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<v Speaker 1>or five candles on a cake.

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<v Speaker 1>You understand the quantity, the amount that's related to that

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<v Speaker 0>word.

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<v Speaker 1>We then have something that's referred to as verbal subitizing.

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<v Speaker 0>

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<v Speaker 1>So that's a bit of a technical term.

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<v Speaker 1>But basically, all it means is the ability to know

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<v Speaker 1>how many objects are in front of you without counting.

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<v Speaker 0>Now, we can only do this for the smaller numbers,

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<v Speaker 0>but if you look at that array of flowers on

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<v Speaker 0>the screen there, you'll easily be able to tell me,

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<v Speaker 1>"Oh, that's three".

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<v Speaker 1>That's you using your verbal subsidising ability, your ability to

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<v Speaker 0>tell me how many are there without actually having to

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<v Speaker 0>count them. And then finally, counting ability.

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<v Speaker 1>We know counting is obviously important to mathematics because it

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<v Speaker 1>allows us to work out that one plus two is

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<v Speaker 0>three.

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<v Speaker 1>The counting ability neurotypical kids has shown to relate

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<v Speaker 0>to math.

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<v Speaker 1>Well, what do we know about kids on the autism

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<v Speaker 0>spectrum?

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<v Speaker 0>So, as I said, there is very limited research in

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<v Speaker 0>this area.

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<v Speaker 0>But one research team that's really making leaps and bounds

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<v Speaker 0>in this area is Titeca et al.

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<v Speaker 0>And so they actually looked at a different array of

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<v Speaker 0>skills that we know should predict mathematics.

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<v Speaker 1>So they looked at counting ability, quantity understanding and those

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<v Speaker 0>verbal subitizing skills.

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<v Speaker 0>And they looked at how those skills relate to maths

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<v Speaker 1>for children on the autism spectrum. And what they found

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<v Speaker 1>was that counting and verbal subitizing really seemed

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<v Speaker 0>like key skills to help children develop those maths

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<v Speaker 0>abilities.

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<v Speaker 0>However, as I said, there's not that much research in

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<v Speaker 0>this area,

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<v Speaker 1>but this is pointing us in one direction that we

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<v Speaker 0>might like to think about more as to how we

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<v Speaker 0>can help support children.

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<v Speaker 1>So in terms of domain general skills, we have executive

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<v Speaker 1>function.

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<v Speaker 1>So again, this is one of those technical terms.

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<v Speaker 1>But it basically just is the abilities or the skills

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<v Speaker 1>that we have that allow us to make plans to

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<v Speaker 0>organise our thoughts and to pay attention to things - so

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<v Speaker 1>that's referred to as executive function.

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<v Speaker 0>Now we know for neurotypical kids, that is a

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<v Speaker 0>really good predictor of mathematics abilities.

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<v Speaker 1>We have general attention.

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<v Speaker 0>If you can pay attention, then your maths is potentially going

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<v Speaker 0>to be better.

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<v Speaker 0>We have language ability, so your ability to understand what

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<v Speaker 1>is being said to you and to interpret what exactly

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<v Speaker 1>you are being asked to do - that is related to

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<v Speaker 0>your maths ability as is reading.

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<v Speaker 0>If you think about when you're in school, a lot

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<v Speaker 0>of the maths questions that you get asked, especially in

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<v Speaker 0>those primary school years, are very word related.

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<v Speaker 1>It could be "John has five balls and he gives

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<v Speaker 1>two to Nicole. How many balls does he have left?"

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<v Speaker 0>So clearly reading has an implication with mathematics too. So

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<v Speaker 1>what do we know about those skills for children on

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<v Speaker 0>the spectrum?

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<v Speaker 0>So this is a very new emerging area of literature.

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<v Speaker 1>Well, we know that attention seems to have an impact

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<v Speaker 0>on maths for kids on the spectrum, too.

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<v Speaker 1>Those children who have lower attention skills typically have lower

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<v Speaker 0>maths ability as well.

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<v Speaker 1>We know executive function is important so people's ability to

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<v Speaker 1>plan, to organise, those kinds of things actually go on

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<v Speaker 1>to predict their later maths abilities.

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<v Speaker 1>And we also know language is important.

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<v Speaker 1>So children's sentence comprehension and understanding of maths related words.

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<v Speaker 1>(so addition, subtraction,

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<v Speaker 0>that kind of thing) actually goes on to predict their

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<v Speaker 0>maths ability as well, as does their reading skills, thanks

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<v Speaker 0>to those word problems that we always

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<v Speaker 1>come across in school.

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<v Speaker 1>So from that we can see that there are many,

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<v Speaker 1>many different skills that could be implicated in why some

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<v Speaker 0>children on the spectrum find maths to be an area

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<v Speaker 0>of challenge.

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<v Speaker 0>But as I've said, we need a lot more research

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<v Speaker 0>to better understand how it is that children on the

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<v Speaker 0>spectrum are learning mathematics because it's only through understanding how

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<v Speaker 0>they are learning that we're really able to target those

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<v Speaker 0>skills that are going to best support them

00:07:42.250 --> 00:07:44.860
<v Speaker 1>in facilitating that mathematics development.

00:07:45.940 --> 00:07:49.920
<v Speaker 1>However, this neurotypical literature does provide that really good

00:07:49.920 --> 00:07:53.070
<v Speaker 1>starting point to identify and how we could potentially help

NOTE CONF {"raw":[100,99,99,99,99,100,100,99,100,99]}

00:07:53.070 --> 00:07:53.760
<v Speaker 1>support children.

00:07:55.240 --> 00:07:58.260
<v Speaker 1>So King et al. in 2016 did a beautiful

00:07:58.260 --> 00:08:01.980
<v Speaker 1>study where they synthesised all of the best available evidence

NOTE CONF {"raw":[100,100,100,92,100,100,100,100,100,100]}

00:08:02.000 --> 00:08:05.470
<v Speaker 1>looking at the use of support strategies for children on

00:08:05.470 --> 00:08:06.550
<v Speaker 1>the autism spectrum.

NOTE CONF {"raw":[100,100,100]}

00:08:07.240 --> 00:08:09.720
<v Speaker 1>Now you can see here that across all of the

NOTE CONF {"raw":[99,100,100,100,99,100,100,100,99,100]}

00:08:09.720 --> 00:08:12.960
<v Speaker 1>studies they found there were 28 different strategies that had

NOTE CONF {"raw":[100,100,100,99,100,100,99,100,100,81]}

00:08:12.970 --> 00:08:13.860
<v Speaker 0>been researched.

NOTE CONF {"raw":[100,99]}

00:08:14.340 --> 00:08:17.650
<v Speaker 1>But across all of those strategies there were only 28

NOTE CONF {"raw":[92,100,100,100,100,99,97,99,99,100]}

00:08:17.650 --> 00:08:20.860
<v Speaker 1>children on the autism spectrum that were involved in that

00:08:20.860 --> 00:08:21.500
<v Speaker 0>research.

NOTE CONF {"raw":[100]}

00:08:21.600 --> 00:08:23.760
<v Speaker 0>So that's only a very, very small number.

NOTE CONF {"raw":[99,99,99,99,100,100,100,100]}

00:08:24.240 --> 00:08:26.820
<v Speaker 1>So that makes me think that this obviously is a

NOTE CONF {"raw":[99,100,100,100,100,100,100,100,100,100]}

00:08:26.820 --> 00:08:28.560
<v Speaker 1>new and emerging area.

NOTE CONF {"raw":[100,100,100,100]}

00:08:28.570 --> 00:08:31.100
<v Speaker 1>But it makes me feel a little bit cautious because

NOTE CONF {"raw":[100,100,100,100,100,100,100,100,100,100]}

00:08:31.100 --> 00:08:33.979
<v Speaker 1>we can't then over generalise the findings because we don't

NOTE CONF {"raw":[99,95,99,100,91,100,100,100,100,99]}

00:08:33.979 --> 00:08:36.490
<v Speaker 0>know if the findings from this particular study are going

NOTE CONF {"raw":[100,100,100,100,100,100,100,99,99,97]}

00:08:36.490 --> 00:08:39.300
<v Speaker 0>to be generalisable to a wider group of individuals

00:08:39.300 --> 00:08:40.050
<v Speaker 0>on the spectrum.

NOTE CONF {"raw":[98,100,100]}

00:08:40.840 --> 00:08:43.240
<v Speaker 1>So this is one of the reasons why we can't

NOTE CONF {"raw":[57,100,100,100,100,100,100,100,100,98]}

00:08:43.240 --> 00:08:46.260
<v Speaker 0>consider these strategies as evidence supported yet.

NOTE CONF {"raw":[100,99,100,100,99,99,100]}

00:08:46.640 --> 00:08:50.500
<v Speaker 1>But they are definitely showing promise as being potential strategies

NOTE CONF {"raw":[100,100,100,96,100,100,99,100,100,100]}

00:08:50.500 --> 00:08:52.550
<v Speaker 0>that can help support children on the spectrum.

00:08:52.940 --> 00:08:55.110
<v Speaker 1>We just need to show that they work with more

NOTE CONF {"raw":[100,100,100,100,100,99,100,95,100,99]}

00:08:55.110 --> 00:08:58.490
<v Speaker 0>children and it can be replicated, so hopefully that's where

00:08:58.490 --> 00:08:59.860
<v Speaker 0>the research is going to go now.

NOTE CONF {"raw":[100,100,100,99,99,100,100]}

00:09:00.540 --> 00:09:02.640
<v Speaker 1>But what we do know from this study is of

00:09:02.650 --> 00:09:04.860
<v Speaker 0>those strategies that had been implemented,

00:09:05.540 --> 00:09:07.820
<v Speaker 0>there is a link between the use of the intervention

00:09:07.820 --> 00:09:12.160
<v Speaker 1>strategy and a positive increase in children's mathematics ability, and

00:09:12.160 --> 00:09:15.460
<v Speaker 1>that was found in 71% of the participants in this

NOTE CONF {"raw":[100,100,100,100,95,100,99,100,100,99]}

00:09:15.460 --> 00:09:15.830
<v Speaker 0>study.

NOTE CONF {"raw":[100]}

00:09:15.840 --> 00:09:18.730
<v Speaker 0>So it's definitely an area of promise, and it's given

00:09:18.730 --> 00:09:21.440
<v Speaker 0>us an idea that there are potential strategies that may

NOTE CONF {"raw":[100,100,100,100,99,99,100,100,100,100]}

00:09:21.440 --> 00:09:22.960
<v Speaker 1>help support Children on the spectrum

00:09:23.940 --> 00:09:25.560
<v Speaker 1>So what did these strategies look like?

NOTE CONF {"raw":[100,100,99,99,99,99,100]}

00:09:26.740 --> 00:09:27.420
<v Speaker 1>So often

00:09:27.420 --> 00:09:31.250
<v Speaker 1>we find that in the research, people use multiple strategies

00:09:31.250 --> 00:09:32.260
<v Speaker 0>at the same time.

NOTE CONF {"raw":[100,100,100,100]}

00:09:32.640 --> 00:09:37.450
<v Speaker 1>We often use contingent praise and prompting in conjunction

00:09:37.450 --> 00:09:39.660
<v Speaker 1>with a lot of other different strategies as well.

NOTE CONF {"raw":[100,100,100,100,100,100,100,100,100]}

00:09:40.540 --> 00:09:42.760
<v Speaker 1>So they found lots of different ones have been used,

NOTE CONF {"raw":[90,99,100,100,100,99,100,98,100,100]}

00:09:42.770 --> 00:09:45.070
<v Speaker 1>but the ones we're going to focus on today are

00:09:45.070 --> 00:09:50.260
<v Speaker 1>least-to-most prompting, strategy instruction, computer assisted and video

00:09:50.260 --> 00:09:50.560
<v Speaker 0>based.

NOTE CONF {"raw":[75]}

00:09:52.140 --> 00:09:54.020
<v Speaker 1>So what was the least most prompting?

NOTE CONF {"raw":[94,100,100,100,99,99,100]}

00:09:54.030 --> 00:09:57.220
<v Speaker 1>This is where you provide prompting to the children.

00:09:57.230 --> 00:10:01.180
<v Speaker 0>If they're having difficulty completing a subtraction problem, you provide

NOTE CONF {"raw":[100,98,100,100,100,100,100,99,99,100]}

00:10:01.180 --> 00:10:02.920
<v Speaker 1>a prompt to give them a cue as to what

NOTE CONF {"raw":[99,100,99,100,99,99,65,100,100,100]}

00:10:02.920 --> 00:10:03.450
<v Speaker 1>to do.

NOTE CONF {"raw":[100,100]}

00:10:03.840 --> 00:10:06.610
<v Speaker 1>So using that least to most methods, you start with the

00:10:06.610 --> 00:10:10.080
<v Speaker 0>least prompting, in this case providing a verbal instruction on

00:10:10.080 --> 00:10:13.460
<v Speaker 1>how they can do that subtraction task, moving all the

00:10:13.460 --> 00:10:15.880
<v Speaker 1>way up to a physical demonstration where you would show

NOTE CONF {"raw":[100,100,99,99,100,99,100,99,100,100]}

00:10:15.880 --> 00:10:16.460
<v Speaker 1>them how to do.

NOTE CONF {"raw":[100,100,99,68]}

00:10:17.640 --> 00:10:19.470
<v Speaker 1>We then have strategy instruction.

NOTE CONF {"raw":[100,100,100,99,99]}

00:10:19.480 --> 00:10:22.150
<v Speaker 1>So this can be simply teaching a strategy as to

NOTE CONF {"raw":[100,100,99,100,100,100,99,99,99,100]}

00:10:22.150 --> 00:10:25.130
<v Speaker 1>how to complete that task, such as when you're working

00:10:25.140 --> 00:10:28.070
<v Speaker 1>on addition, you could say "Okay, take the biggest number"

00:10:28.080 --> 00:10:30.920
<v Speaker 0>which in this case, my example, is five "and then

00:10:30.920 --> 00:10:32.050
<v Speaker 0>add the smaller number".

00:10:32.060 --> 00:10:36.850
<v Speaker 0>So three so 5678 that counting on strategy so it

NOTE CONF {"raw":[99,100,99,100,93,100,100,100,100,100]}

00:10:36.850 --> 00:10:38.550
<v Speaker 1>can be just teaching them strategies.

00:10:39.040 --> 00:10:42.480
<v Speaker 1>But in this particular research piece here,

00:10:42.490 --> 00:10:46.060
<v Speaker 1>they used modelling - so showing people how to do it,

00:10:46.440 --> 00:10:50.700
<v Speaker 1>prompting, the use of graphic organisers and different techniques for

00:10:50.700 --> 00:10:53.960
<v Speaker 0>memorising the steps of how to complete that maths problem.

NOTE CONF {"raw":[99,100,99,100,100,99,100,100,89,73]}

00:10:54.440 --> 00:10:56.630
<v Speaker 0>So in terms of those graphic organisers, you have an

NOTE CONF {"raw":[99,100,100,100,98,100,89,99,100,100]}

00:10:56.630 --> 00:10:59.060
<v Speaker 0>example just down there at the bottom of the screen

NOTE CONF {"raw":[100,100,100,99,100,100,100,100,100,100]}

00:10:59.740 --> 00:11:01.530
<v Speaker 0>so you can see on the left hand side that

NOTE CONF {"raw":[96,100,100,100,100,100,100,100,100,100]}

00:11:01.530 --> 00:11:04.350
<v Speaker 0>we have and the largest rectangle is all.

NOTE CONF {"raw":[100,100,100,100,100,100,100,100]}

00:11:04.360 --> 00:11:07.490
<v Speaker 1>So that is all of the objects together and above

NOTE CONF {"raw":[100,100,100,100,100,100,99,100,100,100]}

00:11:07.500 --> 00:11:10.420
<v Speaker 0>that it's been divided into two separate sections, which are

NOTE CONF {"raw":[100,96,100,100,100,100,73,100,100,100]}

00:11:10.420 --> 00:11:11.260
<v Speaker 1>the parts.

NOTE CONF {"raw":[99,99]}

00:11:11.640 --> 00:11:14.130
<v Speaker 1>So this is to show Children how they can do

NOTE CONF {"raw":[98,100,100,99,100,100,100,100,100,100]}

00:11:14.140 --> 00:11:17.160
<v Speaker 1>addition problems or group problems as it was termed here.

00:11:17.740 --> 00:11:21.410
<v Speaker 1>So if Jen bought 12 apples and 15 oranges, and

NOTE CONF {"raw":[100,100,75,92,100,98,100,99,99,99]}

00:11:21.410 --> 00:11:24.250
<v Speaker 1>so overall, Jen bought 27 pieces of fruit.

NOTE CONF {"raw":[99,99,43,99,100,100,100,99]}

00:11:24.740 --> 00:11:27.340
<v Speaker 1>So in those parts sections the Children would understand.

NOTE CONF {"raw":[98,100,100,90,99,100,100,100,100]}

00:11:27.340 --> 00:11:30.110
<v Speaker 0>"Okay, so 12 needs to go in one part, 15

00:11:30.110 --> 00:11:32.740
<v Speaker 1>goes in the other part, and below that, that means

NOTE CONF {"raw":[100,99,100,100,69,99,100,100,100,100]}

00:11:32.740 --> 00:11:34.560
<v Speaker 0>that all together we have 20."

00:11:36.840 --> 00:11:38.590
<v Speaker 1>We also have computer assisted.

NOTE CONF {"raw":[100,100,100,100,100]}

00:11:38.600 --> 00:11:42.250
<v Speaker 1>So one particular study looked at the use of computers

NOTE CONF {"raw":[99,100,100,100,100,100,100,100,100,100]}

00:11:42.260 --> 00:11:45.970
<v Speaker 1>and virtual manipulative, so different objects to help with those

NOTE CONF {"raw":[100,99,100,100,100,100,100,100,100,100]}

00:11:45.970 --> 00:11:47.720
<v Speaker 1>addition and subtraction problems.

NOTE CONF {"raw":[98,100,100,100]}

00:11:47.900 --> 00:11:51.180
<v Speaker 1>And they found that using a computer programme and also

NOTE CONF {"raw":[100,99,100,100,100,98,100,93,100,100]}

00:11:51.180 --> 00:11:53.820
<v Speaker 1>using concrete objects so like little blocks that they can

NOTE CONF {"raw":[100,69,96,95,99,100,98,100,100,100]}

00:11:53.820 --> 00:11:55.340
<v Speaker 0>play with actually in school.

NOTE CONF {"raw":[100,100,100,100,99]}

00:11:55.350 --> 00:11:58.650
<v Speaker 1>Both of those led to an increase in the subtraction

NOTE CONF {"raw":[100,100,100,58,100,100,99,99,100,100]}

00:11:58.650 --> 00:11:59.750
<v Speaker 0>ability of the children.

00:12:01.040 --> 00:12:02.650
<v Speaker 1>And we also have video based.

NOTE CONF {"raw":[99,100,100,100,100,99]}

00:12:02.660 --> 00:12:06.430
<v Speaker 1>So in this particular study, the little boy loved angry

NOTE CONF {"raw":[100,100,100,100,100,100,100,100,100,100]}

00:12:06.430 --> 00:12:10.370
<v Speaker 0>birds, and what they wanted to know was how they

NOTE CONF {"raw":[99,100,100,100,100,100,100,99,100,100]}

00:12:10.370 --> 00:12:13.870
<v Speaker 1>could help support his understanding of how to identify numbers,

NOTE CONF {"raw":[99,100,100,100,100,100,100,100,100,99]}

00:12:13.870 --> 00:12:16.280
<v Speaker 0>how to write them and how to understand the quantity

NOTE CONF {"raw":[100,100,98,100,100,100,100,100,100,100]}

00:12:16.280 --> 00:12:17.360
<v Speaker 0>that goes along with them.

NOTE CONF {"raw":[100,100,100,100,99]}

00:12:18.140 --> 00:12:21.130
<v Speaker 1>So that figure on the right hand side shows you

NOTE CONF {"raw":[100,100,99,99,100,100,100,100,100,99]}

00:12:21.140 --> 00:12:23.740
<v Speaker 1>the steps in that video. So you can see it

00:12:23.750 --> 00:12:27.390
<v Speaker 1>introduced angry birds, a picture of the boy himself, and

NOTE CONF {"raw":[100,100,99,97,100,100,99,99,100,100]}

00:12:27.390 --> 00:12:28.260
<v Speaker 0>then it moved on.

NOTE CONF {"raw":[100,100,100,100]}

00:12:28.260 --> 00:12:30.530
<v Speaker 1> It showed him the number two and what that

00:12:30.530 --> 00:12:32.400
<v Speaker 0>represented in terms of quantity.

NOTE CONF {"raw":[100,100,100,100,100]}

00:12:32.640 --> 00:12:34.960
<v Speaker 1>It showed him how to draw the number so he

NOTE CONF {"raw":[99,99,100,100,100,100,100,90,100,100]}

00:12:34.960 --> 00:12:38.120
<v Speaker 1>could practice it himself and so on and so forth.

00:12:38.130 --> 00:12:38.910
<v Speaker 1>And so using

00:12:38.910 --> 00:12:42.940
<v Speaker 1>that actually helped to really enhance this little boy's ability

00:12:43.010 --> 00:12:46.060
<v Speaker 1>to identify, write and understand the quantities of numbers.

00:12:47.340 --> 00:12:49.700
<v Speaker 1>So we do still have a lot to learn.

NOTE CONF {"raw":[98,100,100,100,100,100,100,100,100]}

00:12:49.710 --> 00:12:52.640
<v Speaker 0>We are very, very much in the infancy of this

NOTE CONF {"raw":[100,100,100,100,100,100,100,100,100,100]}

00:12:52.640 --> 00:12:53.520
<v Speaker 0>research area.

NOTE CONF {"raw":[100,100]}

00:12:53.520 --> 00:12:55.520
<v Speaker 0>We need to know a lot more about the skills

NOTE CONF {"raw":[100,100,100,100,100,100,100,100,100,100]}

00:12:55.520 --> 00:12:58.260
<v Speaker 0>that help children on the spectrum learn and whether they're

00:12:58.260 --> 00:13:01.960
<v Speaker 0>different to their neurotypical counterparts because with that knowledge

00:13:01.960 --> 00:13:04.950
<v Speaker 1>we're better able to identify support strategies.

00:13:05.540 --> 00:13:07.850
<v Speaker 1>Now they're going to help to facilitate their learning in

NOTE CONF {"raw":[98,97,98,98,100,100,100,99,100,100]}

00:13:07.850 --> 00:13:10.550
<v Speaker 0>maths, which will hopefully have those lifelong benefits.

NOTE CONF {"raw":[99,100,99,100,100,100,90,97]}

00:13:11.740 --> 00:13:14.170
<v Speaker 1>But at the moment, the studies that have been done

NOTE CONF {"raw":[99,100,100,100,100,100,100,100,100,100]}

00:13:14.170 --> 00:13:16.520
<v Speaker 1>show that these supports are showing promise.

NOTE CONF {"raw":[95,100,99,99,99,100,100]}

00:13:16.530 --> 00:13:19.340
<v Speaker 1>We do need a lot more replication of these studies

NOTE CONF {"raw":[100,100,100,100,100,100,96,100,99,100]}

00:13:19.340 --> 00:13:21.840
<v Speaker 0>with a wider group of children on the spectrum before

00:13:21.840 --> 00:13:24.550
<v Speaker 1>we can consider them to be evidence based strategies.

NOTE CONF {"raw":[100,100,100,100,100,100,100,100,100]}

00:13:25.040 --> 00:13:26.350
<v Speaker 0>But they are showing promise.

NOTE CONF {"raw":[100,100,100,100,100]}

00:13:26.350 --> 00:13:28.060
<v Speaker 0>So it seems like we're headed in the right direction.

00:13:29.540 --> 00:13:33.800
<v Speaker 1>So these are the references from today and thank you

00:13:33.800 --> 00:13:35.160
<v Speaker 0>so much for listening to me.

NOTE CONF {"raw":[100,100,100,99,100,100]}

00:13:35.740 --> 00:13:36.160
<v Speaker 0>Bye.