A preliminary study of a Math digital based intervention in children with intellectual disabilities

Abstract

While many technological applications are available, few studies address Math intervention for children with intellectual disabilities via technology and through treatment packages that comprise several methods and materials. Therefore, we developed a digitally based intervention, addressed to children with intellectual disabilities, that was multicomponent and with multiple instructive methods and resources. In parallel, we developed a classic intervention, also multicomponent and with multiple instructive methods and resources. The current paper investigates the efficacy of a Math intervention program addressing number, computation, problem solving, and engagement in Math in the case of children with intellectual disabilities delivered via digital resources or through classic activities. A total of 33 students with intellectual disabilities, enrolled in special schools participated in the research, of which 27 followed a digital based intervention, while 7 received a classic intervention. Program efficacy delivered through classic activities or through digital technologies was investigated in terms of improved performance in numeracy, calculation, and problem solving, as well as in student’s Math engagement. Results support the efficacy of the digital- based program implemented over 8 weeks in math computation fluency, numeracy, problem solving, and procedural computation. No significant effects were identified in procedural addition without regrouping. The effect of the classic intervention program was supported for addition and subtraction fluency. No effect was obtained for engagement in Math. Results are referenced to previous findings. Designing such interventions is feasible and promising in terms of efficacy on student’s Math performance. This study contributes with evidence to better understand effective digital and teaching methodologies and to pursue a flexible and resourceful approach used in Math interventions for students with intellectual disabilities.