Abstract
Three elementary students with autism were taught single-digit addition problem-solving skills using number and touch-point strategies. Prior to the study, all students were unable to correctly calculate single-digit addition problems. An alternating-treatments design was used to compare the acquisition performance of single-digit addition problem-solving skills. The results indicated that the touch-point strategy was more effective in teaching single-digit addition skills. The touch-point strategy was then replicated using the nonpreferred strategy's content, improving all students' addition skills.
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