Effects of the TOUCHMATH Program Compared to a Number Line Strategy to Teach Addition Facts to Middle School Students with Moderate Intellectual Disabilities

被引:3
作者
Fletcher, Dale
Boon, Richard T. [1 ]
Cihak, David F. [2 ]
机构
[1] Univ Georgia, Dept Commun Sci & Special Educ, Athens, GA 30602 USA
[2] Univ Tennessee, Knoxville, TN 37996 USA
关键词
MENTAL-RETARDATION; MATHEMATICS; INSTRUCTION; SKILLS; INDIVIDUALS; METAANALYSIS; MONEY;
D O I
暂无
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
The purpose of this study was to systematically replicate and extend previous studies of the TOUCHMATH program, a multi-sensory mathematics program (Bullock, Pierce, & McClellan, 1989). Three middle school students with moderate and multiple disabilities (e.g., autism and moderate intellectual disabilities) participated. Students were taught how to solve single-digit mathematics problems using TOUCHMATH and a number line. An alternating-treatments design across participants (Barlow & Hersen, 1984) was utilized to evaluate and compare the effects of both strategies. Results indicated that the TOUCHMATH strategy was more effective and efficient in teaching students' single-digit addition problems compared to the use 4 the number line. Limitations of the study, implications for practice for classroom teachers, and suggestions for future research are discussed.
引用
收藏
页码:449 / 458
页数:10
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