Effects of the Touch Math Technique on Improving the Subtraction Skills of Students with Autism and Intellectual Disabilities

The study investigated the adequacy of the Touch Math (TM) technique in teaching subtraction skills to students with autism and students with intellectual disabilities (ID). A single-subject research design that utilizes multiple baselines with probes across participants was used. The participants w...

The International Journal of Learner Diversity and Identities

Common Ground Research Networks