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Comparing Number Lines and Touch Points to Teach Addition Facts to Students With Autism

^* To whom correspondence should be addressed. E-mail: dcihak{at}utk.edu.

	Abstract

Three elementary students with autism were taught single-digit addition problem-solving skills using number and touchpoint strategies. Prior to the study, all students were unable to correctly calculate single-digit addition problems. An alternating-treatments design was used to compare the acquisition performance of single-digit addition problem-solving skills. The results indicated that the touch-point strategy was more effective in teaching single-digit addition skills. The touch-point strategy was then replicated using the nonpreferred strategy’s content, improving all students’ addition skills.

First published on May 28, 2008, doi:10.1177/1088357608318950

Focus on Autism and Other Developmental Disabilities 2008;23:131.

A more recent version of this article appeared on September 1, 2008


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