Basic Addition Skills Performance by the first subject A, the second subject B, and the third subject C in Baseline, Intervention, Probe, and Maintenance Sessions
Basic Addition Skills Performance by the first subject A, the second subject B, and the third subject C in Baseline, Intervention, Probe, and Maintenance Sessions The second subject, B, met the criteria through increasing her basic addition skills success rate from 40% to 100% after 9 teaching sessions were delivered in line with the Touch Math technique based on a direct teaching approach, and sustained her success afterwards, during the probe sessions and maintenance sessions held 10 and 20 days after all the probe sessions had been finalized. Accordingly, the teaching sessions provided in line with the Touch Math technique based on a direct teaching approach may be considered as an effective tool for subject B’s learning and sustainment of basic addition skills (Figure 1 above).
The third subject, C, met the criteria through increasing his basic addition skills success rate from 30% to 100% after 8 teaching sessions were delivered in line with the Touch Math technique based on a direct teaching approach and sustained his success afterwards, during the probe sessions and maintenance sessions held 10 and 20 days after all the probe sessions had been finalized. Accordingly, the teaching sessions provided in line with the Touch Math technique based on a direct teaching approach may be considered as an effective tool for subject C’s learning and sustainment of basic addition skills (Figure 1 above).
