Students with disabilities often struggle acquiring fraction knowledge, which is an essential mathematical concept. Although previous researchers have examined fraction interventions, most of the current research base has focused on students at-risk for or with mathematical difficulties, and less attention has been given to students with diagnosed disabilities. Researchers conducted a multiple-probe across participants single-case research design to evaluate the initial efficacy of a fraction sense intervention to support four students with disabilities in their fraction knowledge. While insufficient evidence was found to claim a functional relation, there were observed differences from baseline to intervention performance for all four participants suggesting the need for a more rigorous design to evaluate the effects of the full intervention for individuals with disabilities. Implications for research and practice are discussed.
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