The effects of TouchMath on students with mild intellectual disabilities

Abstract

Though there are a small number of studies that have examined the effectiveness of the kinesthetic strategy TouchMath in teaching elementary school students mathematics, none have analyzed the use of this strategy to instruct high school students with intellectual disabilities. This dissertation sought to provide evidence to support the implementation of TouchMath to teach secondary school students with intellectual disabilities how to subtract 3-digit money value problems with regrouping. Employing a multiple probe across students design, information was gathered from three ninth and tenth grade students. Participants were able to successfully met the criteria set forth by the study though maintenance was not demonstrated by all the participants.