Development of early numeracy skills in children with moderate intellectual disability

Altindag Kumas O., SARDOHAN YILDIRIM A. E.

Journal of Intellectual Disabilities, vol.28, no.2, pp.343-358, 2024 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 28 Issue: 2
  • Publication Date: 2024
  • Doi Number: 10.1177/17446295241228897
  • Journal Name: Journal of Intellectual Disabilities
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, CINAHL, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MEDLINE, Psycinfo
  • Page Numbers: pp.343-358
  • Keywords: evidence-based practice, mathematics instruction, moderate intellectual disability
  • Akdeniz University Affiliated: Yes

Abstract

This study assessed the effectiveness of a program aimed at improving the early numeracy skills of students with moderate intellectual disability. The persistence of the acquired skills and the program’s impact on learning were monitored. Feedback from the students and their mothers was also gathered. Using a multiple-probe design across subjects, the results were visually presented through graphical analysis. Three male students aged 8–9 years participated. After obtaining high-reliability findings from reliability analyses, results showed the program effectively increased students’ number skills with a high effect size. These skills persisted post-intervention, and both students and mothers expressed positive views of the intervention.