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ERIC Number: EJ805437
Record Type: Journal
Publication Date: 2008
Pages: 7
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1088-3576
Comparing Number Lines and Touch Points to Teach Addition Facts to Students with Autism
Cihak, David F.; Foust, Jennifer L.
Focus on Autism and Other Developmental Disabilities, v23 n3 p131-137 2008
Three elementary students with autism were taught single-digit addition problem-solving skills using number and touch-point strategies. Prior to the study, all students were unable to correctly calculate single-digit addition problems. An alternating-treatments design was used to compare the acquisition performance of single-digit addition problem-solving skills. The results indicated that the touch-point strategy was more effective in teaching single-digit addition skills. The touch-point strategy was then replicated using the nonpreferred strategy's content, improving all students' addition skills. (Contains 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A