Intervention based on math games with children on the autism spectrum

Background: Children with Autism Spectrum Disorder (ASD) display significant developmental deficits across various domains. Although autistic children may perform at or above average in mathematical operations, they often encounter difficulties in applying and representing mathematical concepts in real-world contexts. The literature indicates that game-based interventions hold potential effectiveness in supporting the formal mathematical learning process. Objectives: The present research aims to characterize the perception of mediators, autistic children, and their families in an intervention based on numerical cognition games. Methods: This is a descriptive and exploratory study, with a quantitative and qualitative approach, and a longitudinal design. Descriptive analyses were conducted to characterize the participating children and their families based on socio demographic questionnaire, alongside content analysis of feedback forms completed by the mediators, families, and children after each game that comprised the intervention. Results: Twenty-two children participated in the intervention with numerical cognition games, with an average age of nine years and clinically diagnosed with autism spectrum disorder. The duration of the intervention sessions was approximately 8 weeks, face-to-face and online. Conclusions: The results of the perceptions of children, parents, and mediators were relevant to strengthen the importance of developing intervention programs that can empower parents and promote the teaching-learning of mathematical and socio-emotional skills for children with autism. Keywords: Intervention Based on Games, Number Cognition, Autism Spectrum Disorder; Multimethod Approach.