The Impact of the Touch Math Method on Teaching Fundamental Addition Skills to Autistic Children

Abstract

This study seeks to determine the effectiveness of the touch math technique in teaching basic addition to children with autism. The children's ability to correctly solve addition problems serves as the dependent variable, while the use of the touch math technique is the independent variable. The research utilized a single-subject design, specifically a multiple probe design with probe conditions across subjects. Three male students, aged 8 to 10 years, who were diagnosed with autism and had the necessary prerequisite skills, participated in the study. The results indicated that the touch math technique was effective in teaching basic addition to all participants. Each participant showed improvement by the end of the teaching sessions compared to their baseline performance. In other words, there was a positive change between the data collected in the initial and final teaching sessions for each child. Additionally, findings related to generalization