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Description: Prior reviews (e.g., Gevarter et al., 2016; Hart Barnett & Cleary, 2015; King, Lemons, & Davidson, 2016) on mathematics interventions for students identified with Autism Spectrum Disorder have provided useful information for practitioners and have identified areas for additional research. We aim to extend prior work by updating the literature search and evaluating the boundaries of intervention effects through multilevel modeling procedures.

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