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abilities. Education and Training in Developmental Disabilities, 38, 77–94. Tekin-Iftar, E. (2008). Parent-delivered communitybased instruction with simultaneous prompting for teaching community skills to children with developmental disabilities. Education and Training in Developmental Disabilities, 43, 249–265. Tekin-Iftar, E., Acar, G., & Kurt, O. (2003). The effects of simultaneous prompting on teaching expressive identification of objects: An instructive feedback study. International Journal of Developmental Disability and Education, 50, 149–167. Tekin-Iftar, E., Kurt, O., & Acar, G. (2008). Enhancing instructional efficiency through generalization and instructive feedback: A single-subject study with children with mental retardation. International Journal of Special Education, 23, 147–158. Touchette, P. (1971). Transfer of stimulus control: Measuring the moment of transfer. Journal of Experimental Analysis of Behavior, 15, 347–354. Waugh, R. E., Fredrick, L. D., & Alberto, P. A. (2009). Using simultaneous prompting to teach sounds and blending skills to students with moderate intellectual disabilities. Research in Developmental Disabilities, 30, 1435–1447. Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities: Use of response prompting strategies. New York, NY: Longman. Wolery, M., & Gast, D. L. (1984). Effective and efficient procedures for the transfer of stimulus control. Topics in Early Childhood Special Education, 4, 52–77. Wolery, M., Holcombe, A., Werts, M. G., & Cipolloni, R. M. (1993). Effects of simultaneous prompting and instructive feedback. Early Education and Development, 4, 20–31. Received: 27 July 2010 Initial Acceptance: 25 September 2010 Final Acceptance: 16 December 2010 Simultaneous Prompting / 543
Education and Training in Autism and Developmental Disabilities, 2011, <strong>46</strong>(4), 544–555 © <strong>Division</strong> on Autism and Developmental Disabilities Teaching Money Computation Skills to High School Students with Mild Intellectual Disabilities via the TouchMath© Program: A Multi-Sensory Approach Hugh E. Waters and Richard T. Boon The University of Georgia Abstract: This study investigated the effects of the TouchMath© program (Bullock, Pierce, & McClellan, 1989) to teach students with mild intellectual disabilities to subtract 3-digit money computational problems with regrouping. Three students with mild intellectual disabilities in high school received instruction in a special education mathematics self-contained classroom. A multiple-probe across participants design (Alberto & Troutman, 2009) was used to evaluate the effectiveness of the TouchMath© program using the “touch-points” strategy to facilitate the student’s mathematics performance. The results revealed the TouchMath© program improved all three of the students’ ability to subtract 3-digit mathematics operations using money applications; however, maintenance results were mixed, as the students exhibited difficulty with maintaining the necessary skills once the intervention was withdrawn. Limitations, recommendations for classroom teachers and future research directions are presented. With the growing trend of providing proven, scientifically-validated practices in the classroom, teaching students’ mathematics instruction at the secondary-level, especially those with intellectual disabilities, can be a challenging and often overwhelming task. With recent mandates from federal policies like, the No Child Left Behind Act of 2001 (NCLB, 2001) and the Individuals with Disabilities Education Improvement Act (IDEA, 2004), schools are now mandated that all students have equal access to the general education academic curriculum and national and state standards (National Council of Teachers of Mathematics, 2000; U. S. Department of Education, 2007). Thus, an increasing number of students with mild intellectual disabilities are now receiving instruction and being placed into general education classrooms where they are not only expected to succeed in the classroom, but also on high-stakes assessments such as the Georgia End of Course Test (EOCT) and the Geor- Correspondence concerning this article should be addressed to Richard T. Boon, The University of Georgia, Department of Communication Sciences & Special Education, 557 Aderhold Hall, Athens, GA 30602-7153. E-mail: rboon@uga.edu gia High School Graduation Test (GHSGT). These new classroom rigors include moving away from functional academics and replacing them with more traditional academic skills. While this is a positive move toward allowing all students regardless of their disability the opportunity to graduate with a high school diploma and prepare them to attend further educational and occupational prospects, this does not allow students with mild intellectual disabilities the chance to learn the essential life skills (e.g., money computation) that are crucial for their survival in the community as independent members of society. Students with mild intellectual disabilities often exhibit deficits in basic mathematics instruction, especially in the area of money computation (e.g., purchasing skills), which has been well documented (Browder & Grasso, 1999; Browder, Spooner, Ahlgrim-Delzell, Harris, & Wakeman, 2008; Butler, Miller, Kithung, & Pierce, 2001; Jitendra & Xin, 1997; Kroesbergen & Van Luit, 2003; Mastropieri, Bakken, & Scruggs, 1991; Miller, Butler, & Lee, 1998; Swanson & Jerman, 2006, Xin & Jitendra, 1999). In 2000, the National Council of Teachers of Mathematics (NCTM, 2000) stated in a comprehensive report five main components of mathematics instruction standards 544 / Education and Training in Autism and Developmental Disabilities-December 2011
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Education and Training in Autism an
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March 2012 Manuscripts Accepted for
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new line of research, the review ho
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TABLE 1—(Continued) Overview of H
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TABLE 1—(Continued) Overview of H
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Figure 1. MP3 Player (Model: SM-320
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Figure 3. Sony-Ericsson K800. Retri
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computer with three middle school s
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Page 19 and 20: example, in contrast to previous st
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Page 23 and 24: accessible software to increase ind
Page 25 and 26: (14.3%), a unique curriculum (13.8%
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Page 33 and 34: Figure 3. Percentage of independent
Page 35 and 36: how to program and operate the equi
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Page 45 and 46: Length of video clips. Researchers
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Page 51 and 52: Dogoe, M., & Banda, D. R. (2009). R
Page 55 and 56: TABLE 1 Summary of Demographic and
Page 57 and 58: TABLE 2 Summary of Outcome Variable
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Page 85 and 86: Figure 1. Correct responses for Joe
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Page 93 and 94: making choices is clearly not in th
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Page 103 and 104: TABLE 1 Studies Listed According to
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Kreiner, J., & Flexer, R. (2009). A
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Education and Training in Autism an
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autism on the CARS. Regarding socia
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other effect size measures and with
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quests during baseline sessions. Du
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ulation was generally clear and he
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communication training as a treatme
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encing allergy symptoms (one partic
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Assessments Preference assessment.
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Interobserver agreement. A second o
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challenging behavior in the presess
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tion of the preferred item signaled
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ior: An analysis of the literature.
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moderate intellectual disabilities
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Effects of the STAR intervention pr
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Copeland, S. R. (2002). See citatio
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126. Ezell, D., & Klein, C. (2003).
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computer-based instruction program.
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sight words to students with mental
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Mastropieri, M. A. (2009). See cita
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262. Noyes, D. A., & Sax, C. L. (20
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Rispoli, M. (2009). See citation #1
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Sparks, S. (2010). See citation #87
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Vlaskamp, C. (2008). See citation #
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INDEX—VOLUME 46,
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Runes, Sandra. See Hausmann-Stabile
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Review of video prompting studies w
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Look! I'm in College! DVD Look, I
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13th International Conference on Au
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