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

Abstract

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.