Effectiveness of the Touch Math Technique in Teaching Basic Addition to Children with Autism

Headnote

Abstract

This study aims to reveal whether the touch math technique is effective in teaching basic addition to children with autism. The dependent variable of this study is the children's skills to solve addition problems correctly, whereas teaching with the touch math technique is the independent variable. Among the single-subject research models, A multiple probe design with probe conditions across subjects was used in the study. Three male students aged 8 to 10 years, diagnosed with autism, and exhibiting the prerequisite skills participated in the study. The findings revealed that the touch math technique was effective in teaching basic addition to each participant. All three participants were found to be successful at the end of the teaching session, compared to the baseline. In other words, there is a positive difference between the data obtained in the first and last teaching sessions for each child. Moreover, the generalization and maintenance findings also support the effectiveness of this technique.

Keywords

Touch math technique * Math skills * Children with Autism

Teaching independent life skills to individuals with special needs, including children with autism, is the common purpose of the education services provided to them. In general, independent living skills are those necessary for the individuals to sustain their lives independently without help from others (Mannix, 2009). A significant part of these skills follows a progressive path from the stages of childhood to adulthood. The skills necessary for independent living are social skills, communication skills, self-care skills, daily life skills, occupational skills, and functional academic skills.

Functional academic skills such as reading, writing, and mathematical skills have an important place among independent living skills (Kircaali-Iftar, Ergenekon, & Uysal, 2008). Math skills are complicated for children with autism as for many other children with poor learning skills (Scott, 1993). Math skills proceed from the simple to the complex. Basic math skills include number recognition, simple addition, subtraction, multiplication, division, problem solving, knowledge of money, and time units. This also holds true for addition skills. Adding single-digit numbers and finding a two-digit sum is considered the first step of addition (Dagseven, 2001; Gürsel, 2010; Cawley, Hayes, & Foley, 2008).

To ensure the success of children with autism in teaching math skills, educational arrangements involve considering the characteristics of mathematics...