Published
March 16, 2022
| Pages: 405-416 | Views: 112
Abstract
This study replicates and extends prior research on multisensory mathematics instruction (Grünke, Urton, & Karnes, 2018) by integrating a touch points strategy, performance feedback, reward system, and a reinforcing game into an instructional package. A multiple baseline design across participants was used to evaluate the effects of the touch points package on the subtraction skills of four German female first year students at-risk for learning disabilities. During intervention, the students were administered eight to eleven treatment sessions to learn how to subtract a one-digit subtrahend from a two-digit minuend up to 18 crossing over the tens barrier. Results indicated that all students made substantial increases in their subtraction performance during intervention. Student performance improved from 0 to 2 out of 10 math problems solved correctly during baseline to between 8 and 10 problems correct by the end of the intervention. Effect sizes observed across the four participants indicated the effectiveness of intervention ranged from high to very high.
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Keywords
TouchMath, subtraction skills, single-case analysis, elementary school students, at-risk for learning disabilities
Affiliations
Karolina Urton
University of Münster
Matthias Grünke
University of Cologne
Richard T. Boon
The University of Texas at San Antonio
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