The comparison of two treatments for enhancing basic addition facts fluency of students with intellectual disabilities

In this study, it was aimed to compare the effectiveness and efficiency of covercopy-compare and taped problems to enhance basic addition facts fluency of students with intellectual disabilities. In addition, whether students with intellectual disabilities generalized the facts to inverse, was examined. Moreover, it was determined whether the performance level of students with intellectual disabilities come close to the performance levels of peers with typical development. The opinion of students with intellectual disabilities about the study was also examined. Five students with intellectual disabilities whose ages ranged between 11 and 13 participated in the study. All of the students attended a special education middle school. In the study, an adapted alternating treatment design was used. Results showed that there is no meaningful difference in terms of effectiveness and efficiency between cover-copy-compare and taped problems to enhance basic addition facts fluency of students with intellectual disabilities. In addition, all students with intellectual disabilities generalized the facts to inverse. Furthermore, the basic addition facts fluency performance level of students with intellectual disabilities came close the performance levels of peers with typical development. The opinions of students with intellectual disabilities about the importance of the aim, acceptability of treatments and significance of the findings of study were positive. Key Words: Intellectual disability, Basic addition facts, Fluency, Cover-copy-compare, Taped problems.