A systematic review and meta-analysis of the proficiency and variability of mathematical ability in populations with autism spectrum disorder

Abstract The fundamental characteristics of mathematical ability in individuals with Autism Spectrum Disorder (ASD), specifically proficiency level and variability, remain inadequately understood. This meta-analysis reveals that individuals with ASD exhibit significantly lower math scores (Hedge’s g = -0.181/-0.592) and greater variability (natural logarithm of variability ratio, lnVR = 0.179/0.272) compared to the general population, as represented by norms of standardized math tests ( M = 100, SD = 15; 3,051 participants) and typically developing (TD) control groups (2,351 participants). Group discrepancies in proficiency and variability were moderated by intelligence, age, or their interactions. The moderate math-intelligence relationship in the population with ASD provides a theoretical framework for studying their math abilities. Additionally, the discrepancy in math proficiency between the ASD and TD groups increases over the past four decades. These findings underscore the need for sustained, individualized mathematical education for individuals with ASD, and the importance of investigating the developmental trajectories of mathematical skills in ASD.