etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
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Figure 3. Percentage of subtracti<strong>on</strong> 3-digit m<strong>on</strong>ey computati<strong>on</strong>al problems with regrouping using the touchpoints<br />
strategy answered correctly by Trent, Michael, <strong>and</strong> Alex.<br />
were c<strong>on</strong>ducted during the training phase,<br />
while 44% were completed in the probe sessi<strong>on</strong>s.<br />
The inter-observer agreement was<br />
100%.<br />
Effectiveness of the Interventi<strong>on</strong><br />
Figure 3 illustrates the percentage of correct<br />
resp<strong>on</strong>ses the students received <strong>on</strong> the subtracti<strong>on</strong><br />
problems with regrouping using<br />
m<strong>on</strong>ey computati<strong>on</strong>s during the baseline, interventi<strong>on</strong>,<br />
<strong>and</strong> maintenance phases.<br />
Trent. Trent’s baseline mean score was<br />
6.66% across all 3 sessi<strong>on</strong>s, which dem<strong>on</strong>strates<br />
a stable trend in the data. A substantial<br />
immediate positive score increase was observed<br />
when the interventi<strong>on</strong> probes were issued,<br />
which showed the touch-points strategy<br />
was an effective interventi<strong>on</strong> for acquiring<br />
subtracti<strong>on</strong> problems with regrouping using<br />
m<strong>on</strong>ey values. The average score across all<br />
Touchmath© <strong>and</strong> M<strong>on</strong>ey Skills / 551