The Effects of a Brief Touch Point Intervention for Children With Intellectual Developmental Disabilities (IDD)

Matthias Grünke,Jennifer Karnes,Karolina Urton

doi:10.5539/jedp.v8n2p187

Abstract

This single-case study evaluated the impact of a brief touch point intervention on the ability of three third graders with intellectual developmental disabilities (IDD) to perform single-digit additions. A multiple-baseline (AB)-across-participants design was used to establish a cause-and-effect relationship between an intervention of 13 to 15 one-on-one teaching sessions and the expected outcome. Results indicated that all three students benefited from the treatment and showed increased performance of their addition skills over the course of the B Phase. By the end of the intervention, the average improvement rates varied from 164.50 to 420.00%. The findings are discussed in light of the existing literature, and conclusions are drawn.

Highlights

In Western societies, children and youth with so-called intellectual developmental disabilities (IDD) comprise around 1.5% of the population of their peers (Salvador-Carulla, & Bertelli, 2008)
This single-case study evaluated the impact of a brief touch point intervention on the ability of three third graders with intellectual developmental disabilities (IDD) to perform single-digit additions
The purpose of the present study was to attempt to meet Horner et al.’s (2005) criteria by examining the effects of a rather brief and simple touch point intervention consisting of self-made materials delivered for a maximum duration of 15 days with three students with IDD in an inclusive elementary school in Germany

Summary

Introduction

In Western societies, children and youth with so-called intellectual developmental disabilities (IDD) comprise around 1.5% of the population of their peers (Salvador-Carulla, & Bertelli, 2008). IDD has become an umbrella diagnosis for a range of genetic and neurological disorders “that are characterized by cognitive limitations and difficulties in practical, social, and conceptual domains” Significant subaverage intellectual functioning usually co-occurs with deficits in communicative and interactional skills (Schalock, Luckasson, & Shogren, 2007). Both the magnitude of the cognitive delays and the restricted capability to demonstrate adaptive behavior put individuals with IDD at high risk for social isolation. The participation and inclusion of individuals with IDD in their community is, a major area of concern (Wuang, Ho, & Su, 2013)

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Conclusion