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dc.contributor.authorWaters, Hugh Everett
dc.date.accessioned2014-03-04T18:54:45Z
dc.date.available2014-03-04T18:54:45Z
dc.date.issued2010-05
dc.identifier.otherwaters_hugh_e_201005_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/waters_hugh_e_201005_phd
dc.identifier.urihttp://hdl.handle.net/10724/26536
dc.description.abstractThough 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.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectTouchMath
dc.subjectKinesthetic strategy
dc.subjectMultisensory strategy
dc.subjectMild intellectual disabilities
dc.subjectMathematics
dc.subjectSubtraction
dc.subjectMoney
dc.subjectHigh school
dc.titleThe effects of TouchMath on students with mild intellectual disabilities
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentCommunication Sciences and Special Education
dc.description.majorSpecial Education
dc.description.advisorRichard Boon
dc.description.committeeRichard Boon
dc.description.committeeAllison Nealy
dc.description.committeeYolanda Keller-Bell
dc.description.committeeJohn Dayton


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