Effectiveness of presentation of touch math with tablet in teaching the simple additional process to children with Autism Spectrum Disorder

In this study, the effectiveness of the Touch Math technique presented on a tablet was investigated for children diagnosed with Autism Spectrum Disorder (ASD). The research examined the durability of the intervention after 7, 14, and 21 days following the completion of instruction, as well as its generalizability to different individuals and environments, and its social validity. Three students diagnosed with ASD were included in the study. The research utilized a multiple-probe across participants design, which is one of the single-subject research methods. The dependent variable of the study was the level of achievement in basic addition skills for individuals diagnosed with ASD who participated in the study. The independent variable was the instruction of basic addition using the Touch Math technique presented on a tablet for children with ASD. The study consisted of four different sessions: assessment, instruction, monitoring, and generalization. The sessions were conducted individually. Upon examining the findings of the study, it was concluded that the instruction of basic addition using the Touch Math technique presented on a tablet demonstrated effectiveness for children with Autism Spectrum Disorder. Furthermore, it was found that the acquired skills could be generalized to different individuals and environments, and the effects of the intervention were lasting.