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ERIC Number: EJ906277
Record Type: Journal
Publication Date: 2010-Sep
Pages: 10
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-2154-1647
Effects of the "TOUCHMATH" Program Compared to a Number Line Strategy to Teach Addition Facts to Middle School Students with Moderate Intellectual Disabilities
Fletcher, Dale; Boon, Richard T.; Cihak, David F.
Education and Training in Autism and Developmental Disabilities, v45 n3 p449-458 Sep 2010
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 of the number line. Limitations of the study, implications for practice for classroom teachers, and suggestions for future research are discussed. (Contains 1 figure.)
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A