The Effects of a Brief Touch Point Intervention for Children With Intellectual Developmental Disabilities (IDD)

Matthias Grünke, Karolina Urton and Jennifer Karnes

Journal of Educational and Developmental Psychology, 2018, vol. 8, issue 2, 187

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.

Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:ibn:jedpjl:v:8:y:2018:i:2:p:187

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