Evidence-based practices: using the touch points strategy to teach single-digit addition to students with ASD
Abstract An ever-growing number of students are being diagnosed with Autism Spectrum Disorder (ASD) in Saudi Arabian schools, creating a need for highly effective, research-based strategies for teaching mathematics. However, current research on such strategies is limited. Nevertheless, several studi...
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| Format: | Article |
| Language: | English |
| Published: |
Springer Nature
2024-01-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-023-02460-w |
| _version_ | 1797363552872300544 |
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| author | Ahmad Saad Alghamdi |
| author_facet | Ahmad Saad Alghamdi |
| author_sort | Ahmad Saad Alghamdi |
| collection | DOAJ |
| description | Abstract An ever-growing number of students are being diagnosed with Autism Spectrum Disorder (ASD) in Saudi Arabian schools, creating a need for highly effective, research-based strategies for teaching mathematics. However, current research on such strategies is limited. Nevertheless, several studies, including those by Wisniewski and Smith (2002) and Scott (1993), have found the touch-point strategy effective in developing and retaining single-digit addition and mathematical problem-solving skills in students with disabilities, as well as in retaining addition skills among students with ASD. The researchers conducted single-subject research using a reversal design (A-B-A-B) to determine the intervention’s effect on three students with ASD as the main data source. Additionally, an interview with the math teacher of these participants was conducted to gather more in-depth data, which helped explore the effectiveness and challenges of using the touch-point strategy in teaching math addition facts to Saudi students with ASD. Significant improvements in computation and acquisition rate were noted among all participants when the strategy was used to solve single-digit addition problems. Two major themes emerged from the analysis of the interview data: the need for resources to teach the strategy and challenges in implementing the touch-point strategy across the whole class, given the individual needs of each student. |
| first_indexed | 2024-03-08T16:22:55Z |
| format | Article |
| id | doaj.art-f8de9b1fb7fc4346bcba21ad0df68121 |
| institution | Directory Open Access Journal |
| issn | 2662-9992 |
| language | English |
| last_indexed | 2024-03-08T16:22:55Z |
| publishDate | 2024-01-01 |
| publisher | Springer Nature |
| record_format | Article |
| series | Humanities & Social Sciences Communications |
| spelling | doaj.art-f8de9b1fb7fc4346bcba21ad0df681212024-01-07T12:16:16ZengSpringer NatureHumanities & Social Sciences Communications2662-99922024-01-0111111010.1057/s41599-023-02460-wEvidence-based practices: using the touch points strategy to teach single-digit addition to students with ASDAhmad Saad Alghamdi0College of Art and Science, KSA 9280, Northern Border UniversityAbstract An ever-growing number of students are being diagnosed with Autism Spectrum Disorder (ASD) in Saudi Arabian schools, creating a need for highly effective, research-based strategies for teaching mathematics. However, current research on such strategies is limited. Nevertheless, several studies, including those by Wisniewski and Smith (2002) and Scott (1993), have found the touch-point strategy effective in developing and retaining single-digit addition and mathematical problem-solving skills in students with disabilities, as well as in retaining addition skills among students with ASD. The researchers conducted single-subject research using a reversal design (A-B-A-B) to determine the intervention’s effect on three students with ASD as the main data source. Additionally, an interview with the math teacher of these participants was conducted to gather more in-depth data, which helped explore the effectiveness and challenges of using the touch-point strategy in teaching math addition facts to Saudi students with ASD. Significant improvements in computation and acquisition rate were noted among all participants when the strategy was used to solve single-digit addition problems. Two major themes emerged from the analysis of the interview data: the need for resources to teach the strategy and challenges in implementing the touch-point strategy across the whole class, given the individual needs of each student.https://doi.org/10.1057/s41599-023-02460-w |
| spellingShingle | Ahmad Saad Alghamdi Evidence-based practices: using the touch points strategy to teach single-digit addition to students with ASD Humanities & Social Sciences Communications |
| title | Evidence-based practices: using the touch points strategy to teach single-digit addition to students with ASD |
| title_full | Evidence-based practices: using the touch points strategy to teach single-digit addition to students with ASD |
| title_fullStr | Evidence-based practices: using the touch points strategy to teach single-digit addition to students with ASD |
| title_full_unstemmed | Evidence-based practices: using the touch points strategy to teach single-digit addition to students with ASD |
| title_short | Evidence-based practices: using the touch points strategy to teach single-digit addition to students with ASD |
| title_sort | evidence based practices using the touch points strategy to teach single digit addition to students with asd |
| url | https://doi.org/10.1057/s41599-023-02460-w |
| work_keys_str_mv | AT ahmadsaadalghamdi evidencebasedpracticesusingthetouchpointsstrategytoteachsingledigitadditiontostudentswithasd |