The effects of concrete-representational-abstract teaching strategy on the multiplication skills of children with intellectual disability

The purpose of this study was to determine effectiveness of teaching multiplication facts using the concrete-representational-abstract (CRA) teaching strategy offered with direct teaching method to children with intellectual disability. This study also examined generalization effects accross different people and conditions, maintenance effect after 10 and 20 days and social validity about teachers' views with concrete-representational-abstract (CRA) teaching strategy. One of the single subject research designs, a multiple probe design across participants was used in this study. The dependent variable of this study were students' correct response with the skills of multiplication facts whereas the independent variable of this research was concrete-representational-abstract (CRA) teaching strategy procedure which was used to teach multiplication fact skills to the subjects. This research, which was carried out in Balıkesir, was conducted with mentally retardet two girls and a boy. These 9-10 years old students have these prerequisite skills; reacting to written and verbal instructions, object manipulating, drowing simple shapes, identifying numbers, object (rational) counting and skip counting, basic addition skills and the concept of equality. At the end of the study, findings of the study indicated that concrete-representational-abstract teaching strategy was effective in teaching multiplication skills to students with with intellectual disability. Subjects were determined to retain their skills 10 and 20 days after training sessions were terminated, and they were also noted to generalize the target skills across different settings and people. In addition, interviews with two special education teachers and three main stream teachers reveal that their ideas are generally positive on the use of concrete-representational-abstract teaching instruction for students' multiplication skills.