This manuscript reviews the empirical literature of the TouchMath© instructional program. The TouchMath© program is a commercial mathematics series that uses a dot notation system to provide multisensory instruction of computation skills. Using the program, students are taught to solve computational tasks in a multisensory manner that does not require memory retrieval of arithmetic facts or potentially stigmatizing strategies such as finger counting. This review targets two specific research questions: (1) Does TouchMath© improve the computational skill repertoires of students with, and at risk for, disabilities?; and (2) What population of students has the TouchMath© literature included (e.g., age, gender, disability type)? Based on the collected data from the collective literature, this review espouses that the TouchMath© program should be considered an evidence-based practice for teaching math computation to students with, and at-risk for, disabilities. Implications for practice and future research are discussed.