Sage Journals: Discover world-class research

Abstract

This study examined the effects of a structured instructional approach on improving financial literacy and mathematical problem-solving skills among adults with intellectual and developmental disabilities (IDD). Using a nonconcurrent multiple baseline across participants design, three college students in a postsecondary education program received the intervention remotely via Zoom. The dependent variable, accuracy of participants’ performance on a structured task analysis, was measured across three purchase scenarios. Instruction followed an explicit instructional model emphasizing modeling, guided practice, and independent application with a realistic replica of U.S. currency. All participants demonstrated clear improvements in accuracy and efficiency when making monetary combinations. Social validity findings indicated that participants enjoyed the lessons and felt more confident handling financial transactions. Results support the effectiveness of explicit, systematic instruction paired with technology-based delivery to enhance financial competency and independence for adults with IDD. These findings highlight the value of embedding functional money management instruction within postsecondary education curricula to promote autonomy and employability.

Keywords

intellectual and developmental disabilities financial literacy mathematics instruction explicit instruction postsecondary education single-subject design

Get full access to this article

View all access options for this article.

References

Adams

Ramasamy

Bennett

Finnegan

Kearney

Downey

(2025). I CAN-B money savvy! teaching adults with intellectual and developmental disabilities to make purchasing decisions online. Journal of Autism and Developmental Disorders, 1–14. Advanced online publication. https://doi.org/10.1007/s10803-025-06899-5

Anderson

L. L.

Hall

Kramme

J. E.

Stancliffe

(2023). Transition to retirement: The lived experiences of adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 36(3), 547–557. https://doi.org/10.1111/jar.13078

Archer

A. L.

Hughes

C. A.

(2010). Explicit instruction: Effective and efficient teaching. Guilford Publications.

Barczak

M. A.

(2019). Simulated and community-based instruction: Teaching students with intellectual and developmental disabilities to make financial transactions. Teaching Exceptional Children, 51(4), 313–321. https://doi.org/10.1177/0040059919826035

Bouck

E. C.

Long

Jakubow

(2022). Teaching struggling students mathematics online via explicit instruction. Preventing school failure. Alternative Education for Children and Youth, 66(2), 126–135. https://doi.org/10.1080/1045988X.2021.1980852

Bouck

E. C.

Long

O'Reilly

(2024). Learning to make change via virtual money manipulative, system of least prompts, and modeling online. Focus on Autism and Developmental Disabilities, 39(3), 187–199. https://doi.org/10.1177/10883576241230924

Bouck

E. C.

Long

Park

(2021). Using schemas to support life skills mathematics for students with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 56(1), 27–40. https://doi.org/10.1111/ssm.12664

Browder

D. M.

Grasso

(1999). Teaching money skills to individuals with mental retardation: A research review with practical applications. Remedial and Special Education, 20(5), 297–308. https://doi.org/10.1177/074193259902000506

Browder

D. M.

Spooner

Ahlgrim-Delzell

Harris

A. A.

Wakemanxya

(2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74(4), 407–432. https://doi.org/10.1177/001440290807400401

10.

Burt

J. L.

Whitney

(2018). From resource room to the real world: Facilitating generalization of intervention outcomes. Teaching Exceptional Children, 50(6), 364–372. https://doi.org/10.1177/0040059918777246

11.

Council for Economic Education (CEE) . (2023). 6 Core areas of personal finance. Council for Economic Education. https://www.councilforeconed.org/6-core-areas-of-personal-finance/

12.

Doabler

C. T.

Fien

(2013). Explicit mathematics instruction: What teachers can do for teaching students with mathematics difficulties. Intervention in School and Clinic, 48(5), 276–285. https://doi.org/10.1177/1053451212473151

13.

Donahue

(2024). Passing legislation is just the beginning: A 2024 legislative review of K-12 financial education requirements. National Endowment for Financial Education. https://www.nefe.org/news/2024/08/2024-legislative-review.aspx (August 16, 2024).

14.

Ellott

McConnell

A. E.

(2024). Navigating remote and virtual work-based learning experiences for students with disabilities. Teaching Exceptional Children, 56(5), 412–422. https://doi.org/10.1177/00400599221093085

15.

Goya

Ulloa

P. R.

Wells

J. C.

(2019). A review of interventions for teaching mathematics to secondary students with intellectual disabilities. DADD Online Journal, 6(1), 6–21.

16.

Hersh

Leporini

Buzzi

(2024). A comparative study of disabled people's experiences with the video conferencing tools zoom, MS teams, google meet and skype. Behaviour & Information Technology, 43(15), 3777–3796. https://doi.org/10.1080/0144929X.2023.2286533

17.

Hughes

C. A.

Morris

J. R.

Therrien

W. J.

Benson

S. K.

(2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research & Practice, 32(3), 140–148. https://doi.org/10.1111/ldrp.12142

18.

Joseph

Kearney

K. B.

Brady

M. P.

Downey

Torres

(2021). Teaching small talk: Increasing on-topic conversational exchanges in college students with intellectual and developmental disabilities using remote audio coaching. Behavior Modification, 45(2), 251–271. https://doi.org/10.1177/0145445520975174

19.

Kang

Kastberg

Mason

(2025). Financial literacy for individuals with intellectual and developmental disabilities: Border crossing required. School Science & Mathematics, 125(1), 18–32. https://doi.org/10.1111/ssm.18326

20.

Kennedy

C. H.

(2022). The nonconcurrent multiple-baseline design: It is what it is and not something else. Perspectives on Behavior Science, 45(3), 647–650. https://doi.org/10.1007/s40614-022-00343-0

21.

Lee

Kwon

(2016). Effects of money simulation application on persons with intellectual disabilities with money transaction difficulties. International Journal of Computational Vision and Robotics, 6(3), 253–260. https://doi.org/10.1504/IJCVR.2016.077360

22.

Lehmann

J. P.

Bassett

D. S.

Sands

D. J.

Spencer

Gliner

J. A.

(1999). Research translated into practice for increasing student involvement in transition-related activities. Career Development for Exceptional Individuals, 22, 3–19. https://doi.org/10.1177/088572889902200102

23.

Long

H. M.

Bouck

E. C.

Kelly

(2023). An evidence-based practice synthesis of virtual manipulatives for students with ASD and IDD. Focus on Autism and Other Developmental Disabilities, 38(3), 147–157. https://doi.org/10.1177/10883576221121654

24.

Long

H. M.

Bouck

E. C.

O'Reilly

(2024). Just dollars and cents: Making change via a virtual money manipulative. Rural Special Education Quarterly, 43(1), 14–25. https://doi.org/10.1177/87568705231216449

25.

McCormick

M. H.

(2009). The effectiveness of youth financial education: A review of the literature. Journal of Financial Counseling and Planning, 20(1), 70–83.

26.

McLeskey

Maheady

Billingsley

B. S.

Brownell

M. T.

Lewis

T. J.

(Eds.), (2022). High leverage practices for inclusive classrooms. Routledge.

27.

Merry

K. E.

Webster

Kucharczyk

(2022). Investing in students with extensive support needs: Steps to integrate personal financial literacy in inclusive settings for educators, students, and families. Inclusive Practices, 1(4), 156-170. https://doi.org/10.1177/27324745221128931.

28.

Morin

K. L.

Lindström

E. R.

Kratochwill

T. R.

Levin

J. R.

Blasko

Weir

Hong

E. R.

Kelly

Janunts

(2024). Nonconcurrent multiple-baseline and multiple-probe designs in special education: A systematic review of current practice and future directions. Exceptional Children, 90(2), 126–147. https://doi.org/10.1177/00144029231165506

29.

National Council of Teachers of Mathematics . (2000). Executive summary: Principles and standards for school mathematics. Author. Retrieved from. https://www.nctm.org/uploadedFiles/Standards_and_Positions/PSSM_ExecutiveSummary.pdf

30.

Prop Money . (2026). Real aged products. https://propmoney.com/collections/realaged-products?gf_83790=%241%2B%245%2B%2420%2B%2410%2B%2450%2B%24100

31.

Schmidt

S. M.

Ralph

D. L.

(2016). The flipped classroom: A twist on teaching. Contemporary Issues in Education Research, 9(11), 1–6. https://doi.org/10.19030/cier.v9i1.9544

32.

Scruggs

T. E.

Mastropieri

M. A.

Castro

(1987). The quantitative synthesis of single subject research: Methodology and validation. Remedial and Special Education, 8(2), 24–33. https://doi.org/10.1177/074193258700800206

33.

Serianni

B. A.

Coy

(2014). Doing the math: Supporting students with disabilities in online courses. Teaching Exceptional Children, 46(5), 102-109. https://doi.org/10.1177/0040059914528330.

34.

Spooner

Knight

V. F.

Browder

D. M.

Smith

B. R.

(2012). Evidence-based practice for teaching academics to students with severe developmental disabilities. Remedial and Special Education, 33(6), 374–387. https://doi.org/10.1177/0741932511421634

35.

Strnadová

Danker

Dowse

Tso

(2024). Supporting students with disability to improve academic, social and emotional, and self-determination and life-skills outcomes: Umbrella review of evidence-based practices. International Journal of Inclusive Education, 28(14), 3606–3622. https://doi.org/10.1080/13603116.2023.2221239

36.

Thohari

Rizky

U. F.

(2021). Persons with disabilities' financial literacy and access to financial services. Jurnal Ekonomi Dan Bisnis, 24(1), 47–64. https://doi.org/10.24914/jeb.v24i1.3675

Teaching Financial Literacy Skills to College Students With Intellectual and Developmental Disabilities

Abstract

Keywords

Get full access to this article

References