부산대학교 도서관

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.