Teaching Early Numeracy Skills Using Single Switch Voice-Output Devices to Students with Severe Multiple Disabilities

摘要

A multiple probe design across participants was used to evaluate the effects of a systematic instructional package with individualized adaptations (e.g., use of AAC and additional manipulatives) on the acquisition of early numeracy skills for three participants with severe multiple disabilities (i.e., severe physical disabilities, moderate intellectual disability, blindness) and complex communication needs. The intervention included scripted lessons, math story read-alouds, manipulatives, and graphic organizers that were adapted to meet participant needs. Voice-output single switch devices were used by participants to respond during instruction and assessment. Twelve early numeracy skills were embedded into each lesson and each lesson was taught three or four times before moving to the next. All participants demonstrated low numbers of correct responses during baseline. After intervention, participant data indicated a therapeutic change in trend and level, demonstrating a functional relationship between the intervention and number of correct early numeracy responses. Social validity measures were collected from the special education teacher. In addition, study limitations, implications for practice, and suggestions for future research are discussed.