Effects of the TOUCHMATH Program Compared to a Number Line Strategy to Teach Addition Facts to Middle School Students with Moderate Intellectual Disabilities
By D. Fletcher, Richard T. Boon, David F. Cihak. Education and Training in Autism and Developmental Disabilities, 2010
62 citations recorded by the source corpus.
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 TOUCH-MATH 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.
Subfields: Computer Networks and Communications, Safety Research, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/2ebd6117ddf49a26b7c53c59d625b3be9120156b
Citations in the corpus
- Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review (2015, unknown): “skills, Cihak and colleagues (Cihak & Foust, 2008; Fletcher et al., 2010) employed touch point in-”
- Mathematics Interventions for Individuals with Autism Spectrum Disorder: A Systematic Review (2016, unknown): “Studies utilized visual representations such as Btouch points^ from Bullock, Pierce, and McClellan’s (1989) TouchMath© currricula (Cihak and Foust 2008; Fletcher et al. 2010; Waters and Boon 2011), number lines (Cihak and Foust 2008; Fletcher et al.”
- Review of Evidence-based Mathematics Interventions for Students with Autism Spectrum Disorders (2015, unknown): “…et al., 2011; Whitby, 2013), while 25 spent the majority of the day in a self-contained classroom, resource classroom, or other secluded setting (Bouck et al., 2014; Burton et al., 2013; Cihak & Foust, 2008; Cihak & Grim, 2008; Fletcher et al., 2010; Hua et al., 2012; Waters & Boon, 2011).”