Esther Kim
SPED Practicum
September 22, 2014
Instructional Program
Name of student(s): Student P
Initiator(s): Esther Kim
Context for instruction
Student P will learn to use Touch Math strategies to solve addition problems. Before she can use
the strategy, she must learn to write the dots in the correct spot(s) on each number (numbers 1
through 9). Instruction will take place during her math pull-out session in the resource room
from 10:00 AM to 10:35 AM.
Program Objective
When presented with numbers 1 through 9, Student P will place the correct type of dot, the
correct number of dots, on the correct locations for each corresponding number, by writing the
dots on each number with the use of a pencil or a dry erase marker, for 100% of nine trials for
three consecutive days.
Generalization
Teach sufficient exemplars will be the strategy used to generalize this particular skill. Student P
will be given opportunities to place dots by using a dry erase marker and board, by using lined
paper and a pencil, and by using her finger on the iPad. These are the different dimensions in
which she will use Touch Math strategies to solve future addition problems.
Rationale
Student P will be able to solve addition and subtraction problems once she understands the
Touch Math strategy. Since Student P can already count stable objects, this strategy can help her
with more sophisticated skills that she might not be able to master otherwise. In order to use this
strategy, however, Student P must be able to place the Touch dots in the correct locations on
each number.
Assessment Procedure
1.
2.
3.
4.
5.
Place an index card with the number 1 written on it in front of the student.
Give student a pencil.
Say, One. Put on dot.
Give the student ten seconds to write a dot on top of the number 1.
If Student P writes on the dot on the correct spot, mark a + on data sheet next to the
number 1.
6. If Student P does not write a dot or does not write on the correct spot, mark a - on the
data sheet next to the number 1.
7. Verbally praise her after each trial whether or not she writes the dot on the correct spot.
8. Repeat steps 1-7 for numbers 2, 3, 4, 5, 6, 7, 8, and 9.
Assessment Schedule
In order to assess for baseline, the instructor will assess the student on each scheduled
opportunity until performance is stable. Once instruction begins, Student P will be assessed at the
beginning of each scheduled opportunity.
Instructional Procedure
Day One
1. Write the number 1 on a dry erase board.
2. Point to the number and say One.
3. Say, Say one, and wait for student to say One.
4. Say, Put on dot.
5. Use hand over hand to draw a dot on the number.
6. Verbally praise Student P and give her a penny. Good job drawing dot!
7. Erase the one on the board.
8. Draw another 1.
9. Say, Say one, and wait for student to say One.
10. Say, Put on dot.
11. Point to the correct location on the number.
12. If Student P does not place a dot on that location, use hand over hand to place a dot on
the number.
13. If Student P places a dot on that location, verbally praise Student P, give her a high-five
and a penny. You did it! You drew dot!
14. Erase the one on the board.
15. Draw another 1.
16. Say, Say one, and wait for student to say One.
17. Say, Put on dot.
18. If Student P does not place a dot on the correct location, point to the correct location.
19. If she still does not place a dot on the correct location, use hand over hand to place the
dot.
20. If Student P does place a dot on the correct location, verbally praise her, a high five, and
a penny. You did it all by yourself! Good job drawing dot!
21. For the rest of the numbers (2-9), use hand over hand to place the dots on the dry erase
board.
22. Provide opportunities for Student P to practice drawing a dot on 1 on lined paper with a
pencil.
Day Two
1. Assess the Student on the numbers 1-9.
2. Repeat steps 1-20 from Day One.
3. If Student P was not able to place the dot correctly on 1 during the assessment, stay
on this number for the instructional session.
4. If Student P was able to place the dot correctly on 1 during the assessment, repeat
steps 1-20 with the number 2.
5. For the rest of the numbers (3-9), use hand over hand to place the dots on the dry
erase board.
6. Provide opportunities for Student P to practice drawing dot(s) on 1 and 2 lined
paper with a pencil.
Day Three
1. Assess the student on numbers 1-9.
2. Repeat steps 1-20 from Day One and Two.
3. If Student P was not able to place the dot correctly on 1 or 2 on the assessment, stay
on these numbers for the instructional session.
4. If Student P was able to place the dots correctly on both numbers, move onto number 3.
5. For the rest of the numbers (4-9), use hand over hand to place the dots on the dry erase
board.
6. Provide opportunities for Student P to practice drawing dot(s) on 1, 2, and 3 on
lined paper with a pencil.
Days Four Nine
1. Use the steps from Day Two/Three with the rest of the numbers (4-9).
On Fridays, Student P can use the Touch Math app on the iPad to place the dots in the right
location for numbers (1-9).
Reinforcement
Student P will receive a penny for each time she puts the correct amount of dots, the correct type
of dot, on the correct location. After five pennies, she will be able to choose from various items
such as putty, crackers, pretzels, etc. When Student P places dot(s) on the number independently,
she will receive a more excited verbal praise paired with a high-five.
Maintenance
In order to check to see if the student maintained these skills, she will be given a worksheet of
numbers (1-9) and will be told to put on Touch Dots. These worksheets will be given
periodically during her math instructional session at least once a week.
Research Rationale
It was difficult to find peer reviewed articles on using the Touch Math strategy to add or subtract.
Nuray Can Calik and Tevhide Kargin (2010) talked about the effectiveness of the strategy for
students with intellectual disability. They found that Touch Math, which was based on the direct
instruction approach was effective for the students (Calik & Kargin, 2010, p.195). The authors
did not discuss how exactly they taught the students to place the dots in the correct positions, but
they stated that they used modeling and guided practice during their Touch Math teaching
sessions (Calik & Kargin).
Skill Sequence
Learning
positions of dots
on each number
for numbers 1-9.
Solving single-digit
Learning
positionsproblems
addition
of dots with
on each
dots
already
number
on the
for numbers 1-9.
numbers.
Solving single-digit
addition problems
by placing dots on
the numbers.
Solving single-digit
subtraction problems
w/ dots already on
numbers.
Solving single-digit
subtraction
problems by
placing dots on the
numbers.
Sample Data Sheet
Percent of Accurate Touch Dot Trials
100%
90%
70%
60%
50%
40%
30%
20%
10%
0%
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6
Trial 7
Trial 8
Trial 9
Trial 10
Trial 11
Trial 12
Trial 13
Trial 14
Trial 15
Trial 16
Trial 17
Trial 18
Trial 19
Trial 20
Trial 21
Trial 22
Trial 23
Trial 24
Trial 25
Percent Accuracy
80%
Reference
Calik, N. C. & Kargin, T. (2010). Effectiveness of the Touch Math technique in teaching
addition skills to students with intellectual disabilities. International Journal of Special
Education, 25, 195-204.