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Evidence-based practices: using the touch points strategy to teach single-digit addition to students with ASD

Education

Evidence-based practices: using the touch points strategy to teach single-digit addition to students with ASD

A. S. Alghamdi

This study by Ahmad Saad Alghamdi explores the touch-point strategy in teaching single-digit addition to students with Autism Spectrum Disorder (ASD). The results revealed significant enhancements in computation skills and acquisition rates, despite challenges faced in whole-class implementation due to varying student needs.

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Playback language: English
Abstract
This study investigated the effectiveness of the touch-point strategy in teaching single-digit addition to students with Autism Spectrum Disorder (ASD). A single-subject reversal design (A-B-A-B) was used with three second-grade students with ASD in Saudi Arabia. Results showed significant improvements in computation and acquisition rate for all participants when using the touch-point strategy. A teacher interview revealed challenges in implementing the strategy in a whole-class setting due to resource limitations and varying student needs.
Publisher
HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS
Published On
Jan 04, 2024
Authors
Ahmad Saad Alghamdi
Tags
touch-point strategy
Autism Spectrum Disorder
single-digit addition
computation skills
education
resource limitations

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