Abstract
Research investigating structured, comprehensive numeracy curricula appropriate for children with Intellectual Disabilities (ID) is limited. We conducted a pilot study focused on an adaptation of the Maths Recovery program. Twenty four elementary school children with severe ID or autism were randomly allocated into the intervention and control groups. For 12 weeks, children in the intervention group received individualized numeracy teaching based on the adapted Maths Recovery curriculum, whereas children in the control group received “mathematics as usual” teaching. Pre- and post- intervention tests on standardized numeracy measures were conducted. Children were successfully recruited into the study, parents were willing for their child to be randomised to one of the arms of the study, and the vast majority of children were retained to follow-up. Analysis of data from outcome measures indicated that the Maths Recovery group made improvements at post-intervention in comparison to the control group. A follow-up test showed that gains were maintained 7 months after the end of the intervention. These pilot results support the case for a definitive research trial of the adapted Maths Recovery intervention.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Notes
Available upon request from the corresponding author
References
Araine, M., Campbell, M. J., Cooper, C. L., & Lancaster, G. A. (2010). What is a pilot or feasibility study? A review of current practice and editorial policy. BMC Medical Research Methodology, 10, 67.
Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2011). I Can identify Saturn but I Can’t brush My teeth: what happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 46, 11–21.
Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74, 407–432.
Bullock, J., & Walentas, N. (1989). TOUCH MATH instruction manual. Colorado Springs: Innovative learning concepts, inc.
Butler, F. M., Miller, S. P., Lee, K.-h., & Pierce, T. (2001). Teaching mathematics to students with mild-to-moderate mental retardation: a review of the literature. Mental Retardation, 39, 20–31.
Clarke, B., & Shinn, M. R. (2002). Test of early numeracy (TEN). Eden Prairie: Edformation Inc.
Clarke, B., Baker, S., Smolkowski, K., & Chard, D. J. (2008). An analysis of early numeracy curriculum-based measurement. Remedial and Special Education, 29, 46–57. doi:10.1177/0741932507309694.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston: VA.
Fletcher, D., Boon, R. T., & Cihak, D. F. (2010). Effects of the TOUCHMATH program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 449–458.
Gersten, R., Chard, D. J., Jayanthi, M., Baker, S., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: a meta-analysis of instructional components. Review of Educational Research, 79, 1202–1242. doi:10.3102/0034654309334431.
Ginsburg, H. P., & Baroody, A. J. (2003). TEMA-3, test of early mathematics ability (3rd ed.). Austin: Pro-ed.
Jackobson, N. S., & Truax, P. (1991). Clinical significance: a statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59, 12–19.
Kroesbergen, E. H., & Van Luit, J. E. H. (2003). Mathematics interventions for children with special educational needs: a meta-analysis. Remedial and Special Education, 24, 97–114.
Miller, S. P., Butler, F. M., & Lee, K. -h. (1998). Validated practices for teaching mathematics to students with learning disabilities: a review of the literature. Focus on Exceptional Children, 31, 1–23.
Morris, S. B. (2008). Estimating effect sizes from pretest-posttest-control group designs. Organizational Research Methods, 11, 364–386. doi:10.1177/1094428106291059.
Patton, J. R., Cronin, M. E., Basset, D. S., & Koppel, A. E. (1997). A life skills approach to mathematics instruction: preparing students with learning disabilities for the real-life math demands of adulthood. Journal of Learning Disabilities, 30, 178–187.
Rivera, D. P. (1997). Mathematics education and students with learning disabilities: introduction to the special series. Journal of Learning Disabilities, 30(2–19), 68.
Russell, D., Hoare, Z. S. J., Whitaker, Rh., Whitaker, C. J., & Russell, I. T. (2011). Generalized method for adaptive randomization in clinical trials. Statistics in Medicine, 30, 922–934.
Scott, K. S. (1993). Multisensory mathematics for children with mild disabilities. Exceptionality, 42, 97–111.
Smith, T., Cobb, P., Farran, D., Gordray, D., Munter, C., Green, S., et al. (2010). Evaluating math recovery: implications for policy and practice. Washington: Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
Thabane, L., Ma, J., Chu, R., Cheng, J., Ismaila, A., et al. (2010). A tutorial on pilot studies: the what, why and how. BMC Medical Research Methodology, 10, 1.
Tzanakaki, P., Grindle, C. F., Saville, M., Hastings, R. P., Hughes, C. J., & Huxley, K. (2014). An Individualized Curriculum to Teach Numeracy Skills to Children with Autism: Program Description and Pilot Data. Manuscript submitted for publication
Waters, H. E., & Boon, R. T. (2011). Teaching money computation skills to high school students with mild intellectial disabilities via the TouchMath program: a multi-sensory approach. Education and Training in Autism and Developmental Disabilities, 46, 544–555.
Willey, R., Holliday, A., & Martland, J. (2007). Achieving new heights in Cumbria: raising standards in early numeracy through mathematics recovery. Educational & Child Psychology, 24, 108–118.
Wright, R. J. (2003). A mathematics recovery: program of intervention in early number learning. Australian Journal of Learning Difficulties, 8(4), 6–11. doi:10.1080/19404150309546741.
Wright, R. J., Martland, J., Stafford, A. K., & Stanger, G. (2006a). Teaching number: advancing children’s skills & strategies (2nd ed.). London, California, New Delhi, Singapore: Sage.
Wright, R. J., Martland, J., & Stafford, A. K. (2006b). Early numeracy, assessment for teaching & intervention (2nd ed.). Los Angeles, London, New Delhi, Singapore, Washinghton DC: Sage.
Acknowledgments
This paper was submitted as part of the first author’s PhD thesis in Bangor University. We would like to thank Mr Jonathan Morgan, Mrs Glenda Powell and all the staff, students, and parents of Ysgol y Gogarth for their cooperation in this project.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Tzanakaki, P., Hastings, R.P., Grindle, C.F. et al. An Individualized Numeracy Curriculum for Children with Intellectual Disabilities: A Single Blind Pilot Randomized Controlled Trial. J Dev Phys Disabil 26, 615–632 (2014). https://doi.org/10.1007/s10882-014-9387-z
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10882-014-9387-z