Enhancing Multiplication Performance in Students with Moderate Intellectual Disabilities Using Pegword Mnemonics Paired with a Picture Fading Technique

Abstract

The present study examined the effectiveness of an instructional package that included an adapted version of pegword mnemonics paired with a picture fading technique in teaching two students with moderate intellectual disabilities to recall 28 single-digit multiplication facts between 2 and 9. The instructional package was assessed using a multiple baseline design across students. Results indicated that instruction produced substantial and immediate effects in that both students increased their accuracy at recalling basic multiplication facts, maintained the newly acquired skill, and were able to generalize it across material, format, and another trainer. These results have implications for teaching students with intellectual disabilities basic math facts that are considered important for gaining access to the general curriculum.