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

Dale Fletcher and Richard T. Boon, The University of Georgia; David F. Cihak, The University of Tennessee

Published in the Education and Training in Autism and Developmental Disabilities report, this study monitored the progress of three middle school students with moderate and multiple disabilities (e.g., autism and moderate intellectual disabilities). The students were taught how to solve single-digit mathematics problems using TouchMath and a number line. 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.