The Effectiveness of the Touch Math Technique on Basic Subtraction Facts of Children with Autism Spectrum Disorders

Abstract

The purpose of this study is to determine the effectiveness of teaching subtraction facts using the touch math technique offered with direct teaching method to students with autism spectrum disorders[ASD]. This study also examines maintenance effect after the end of teaching, generalization effects across different individuals and environment as well as social validity about teachers’ views with touch math technique. One of the single subject research designs, a multiple probe design across participants, is used in this study. Participants of the study consist of three male students aged between 10 and 11 who have been diagnosed with ASD attending a Primary School in Bolu central province. Research findings have shown that touch math technique offered with direct teaching method effective in teaching basic subtraction skills to students with ASD. Results of this study also show that students with ASD can sustain the skills they have learned after 7, 14, and 21 days when they learn subtraction and they can generalize this skill across different individuals and environment. In addition the social validity results demonstrated that all the teachers have positive views towards the touch math technique