The Effectiveness of an Adapted Direct Instruction Math Strategy on the Development of Quantifying Numbers by Two Thirteen-Year-Old Boys with Special Needs in a Special Education Classroom

The purpose of the study was to evaluate the effects of a Direct Instruction (DI) Math Strategy using leveled placemats on quantifying numbers by two thirteen-year-old boys with Down syndrome and hearing impairment in a special education self-contained classroom. The study used an event recording system within a changing criterion design to assess each participant’s development of quantifying the correct numerals. The participants were asked to give a specified number of manipulatives. Using three different leveled placemats with fading visual prompts from Level one to three the researcher modeled how to place the manipulatives on the placement based on its prompting level. The results showed improvement in both participants’ abilities to quantify numbers up to 6. The DI Math strategy was more successful for the participants because of the researcher adding the use of manipulatives and fading visual prompts