Abstract

This single-case study evaluated the impact of a brief touch point intervention on the ability of three third graders with intellectual developmental disabilities (IDD) to perform single-digit additions. A multiple-baseline (AB)-across-participants design was used to establish a cause-and-effect relationship between an intervention of 13 to 15 one-on-one teaching sessions and the expected outcome. Results indicated that all three students benefited from the treatment and showed increased performance of their addition skills over the course of the B Phase. By the end of the intervention, the average improvement rates varied from 164.50 to 420.00%. The findings are discussed in light of the existing literature, and conclusions are drawn.

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