Contents lists available at ScienceDirect Research in Developmental Disabilities journal homepage: www.elsevier.com/locate/redevdis Mathematical interventions for students with autism spectrum disorder: Recommendations for practitioners Sarah K. Cox a, *, Bree A. Jimenez b a Eastern Michigan University, Ypsilanti, MI, USA b University of Texas Arlington, 701 S. Nedderman Drive, Arlington, TX 76019, USA ARTICLE INFO Keywords: Mathematics interventions Autism spectrum disorder Intellectual disability ABSTRACT Students with extensive support needs (ESN; i.e., autism spectrum disorder, intellectual dis- ability, or both), have the ability to learn a variety of mathematical skills when taught using scientifically validated strategies (e.g., Bouck, Satsangi, Taber-Doughty, & Courtney, 2014; Creech-Galloway, Collins, Knight, & Bausch, 2013; Root, Browder, Saunders, & Lo, 2017). The urgency of teaching grade-aligned, mathematical standards to this population has significantly increased in the past two decades. Yet, in order to teach grade-aligned mathematics to in- dividuals with disabilities, teachers need access to scientifically validated strategies that can be effective with this heterogeneous population. This article extends work by Fleury and colleagues (2014) by expanding their findings of interventions to teach academic content to students with ASD. We hope practitioners can use this article as a starting point when selecting scientifically validated interventions to teach mathematics to students with ESN. We highlight mathematics interventions from a variety of recent literature reviews of mathematics interventions for stu- dents with ASD, ID, or both to provide guidance for practitioners of what we know works for which students under what conditions. This article also seeks to bridge research to practice by offering recommendations for math educators serving students with disabilities in heterogeneous classrooms. What this paper adds? Teachers are called to use scientifically validated instructional practices to teach a wide array of academic standards to a het- erogeneous group of students. While a growing body of research provides useful information about what strategies work for which students under what conditions, teachers need to be able to select instructional practices that are appropriate for a diverse group of students. The student body of a classroom (i.e., inclusive or specialized) often contains students with varying levels of support needs being served under different disability categories. Therefore, this manuscript highlights effective research-based mathematics in- terventions for students with autism spectrum disorder (ASD), intellectual disability (ID), or comorbid ASD and ID (here-to referred to as individuals with “extensive support needs” or ESN) to provide an overview of instructional practices that may meet the needs of heterogenous student bodies in classrooms. Practitioners can use findings from this article to identify instructional strategies with evidence of effectiveness for multiple groups of students. https://doi.org/10.1016/j.ridd.2020.103744 Received 3 March 2020; Received in revised form 15 July 2020; Accepted 15 July 2020 ⁎ Corresponding author. E-mail addresses: skcox@fsu.edu (S.K. Cox), drbreejimenez@gmail.com (B.A. Jimenez). Research in Developmental Disabilities 105 (2020) 103744 0891-4222/ Published by Elsevier Ltd. T