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The exploratory study was carried out at a Choice school located in Davie, Florida. Thirty-four pre-school students with autism and their integrated, typically developing peers received 3 months of mathematics instruction during their regular school day. The purpose of the study was to identify the effective uses of instructional strategies that will impact students' learning. Instruction consisted of both direct and embedded instruction derived from the Project MIND curriculum (Su, 2002) . Adoi:10.4236/ce.2010.13023 fatcat:5k772u6np5chdiy5huxujjr5qa