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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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