According to research by Cihak and Foust (2008), touch points, or as we call them, math manipulatives are a more effective way of teaching students with autism problem solving skills for single digit addition than using the number line. Because students with autism and other severe disabilities have such difficulty learning basic arithmetic, educators need to be using the most effective teaching strategies for them. Because of this, these two researchers did a study to compare the use of number lines and touch points to determine if there were any differences between the two teaching methods for students with autism. Before the study began, Cihak and Foust determined several characteristics that each participant must have, such as, being
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Their research was conducted in Southeastern United States. The participants in the study included eleven students, who ranged from five to twelve years old and were receiving special education for ASD, intellectual disability, and developmental delay. Nine of the students received explicit instruction in addition facts and two students received instruction in subtraction facts. Each lesson consisted of an advanced organizer, teacher demonstration, guided practice, independent practice, and a post organizer. The students progressed through the program at different paces. By the end of the study, four were receiving instruction at the representational level, four students were receiving instruction at the abstract level, and three had mastered instruction at the abstract level (Flores, et al., …show more content…
The participants in the study included 3 male students who were eligible for special education services under ASD for mathematics, had difficulty with mathematics achievement, and whose parents gave consent for them to participate. The study took place in Southeastern United States, and it lasted for one month. Data was collected across addition with regrouping, subtraction with regrouping, and multiplication facts zero to five to determine the students baseline. During CRA intervention, instruction was provided 5 days a week for 20-60 minutes a day. The students were allowed to progress through the intervention at their own pace. Once a student answered six of nine problems correctly, he was permitted to move to the next phase (Stroizer, et al.,
Their research was conducted in Southeastern United States. The participants in the study included eleven students, who ranged from five to twelve years old and were receiving special education for ASD, intellectual disability, and developmental delay. Nine of the students received explicit instruction in addition facts and two students received instruction in subtraction facts. Each lesson consisted of an advanced organizer, teacher demonstration, guided practice, independent practice, and a post organizer. The students progressed through the program at different paces. By the end of the study, four were receiving instruction at the representational level, four students were receiving instruction at the abstract level, and three had mastered instruction at the abstract level (Flores, et al., …show more content…
The participants in the study included 3 male students who were eligible for special education services under ASD for mathematics, had difficulty with mathematics achievement, and whose parents gave consent for them to participate. The study took place in Southeastern United States, and it lasted for one month. Data was collected across addition with regrouping, subtraction with regrouping, and multiplication facts zero to five to determine the students baseline. During CRA intervention, instruction was provided 5 days a week for 20-60 minutes a day. The students were allowed to progress through the intervention at their own pace. Once a student answered six of nine problems correctly, he was permitted to move to the next phase (Stroizer, et al.,