An investigation of the effectiveness of TouchMath on mathematics achievement for students with the most significant cognitive disabilities

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dc.contributor.author Nelson, Jessica
dc.date.accessioned 2019-04-15T16:18:49Z
dc.date.available 2019-04-15T16:18:49Z
dc.date.issued 2019-05-01
dc.identifier.uri http://hdl.handle.net/2097/39495
dc.description.abstract Students with the most significant cognitive disabilities often display deficits in mathematics. One method that has had limited research to determine the effectiveness with students with the most significant cognitive disabilities is a program called TouchMath. The purpose of this study was to investigate the use of the TouchMath strategy with students with the most significant cognitive disabilities in school settings. Interventions were compared and evaluated against the Council for Exceptional Children’s Standards for Classifying the Evidence Base of Practices in Special Education (CEC-EBP). The results of the study confirmed what previous studies on TouchMath had shown that students made significant gains in the area of mathematical accuracy with single digit addition. Limitations are examined and recommendations for future research are given. en_US
dc.language.iso en_US en_US
dc.subject TouchMath en_US
dc.subject Disabilities en_US
dc.subject Most significant cognitive disabilities en_US
dc.subject Math deficits en_US
dc.subject Math achievement en_US
dc.subject Special education en_US
dc.title An investigation of the effectiveness of TouchMath on mathematics achievement for students with the most significant cognitive disabilities en_US
dc.type Dissertation en_US
dc.description.degree Doctor of Education en_US
dc.description.level Doctoral en_US
dc.description.department Department of Special Education, Counseling and Student Affairs en_US
dc.description.advisor James M. Teagarden en_US
dc.date.published 2019 en_US
dc.date.graduationmonth May en_US


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