The Effects of an Early Numeracy Intervention Package for Students with Moderate to Severe Developmental Disabilities and Significant Behavior Challenges.
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| Title: | The Effects of an Early Numeracy Intervention Package for Students with Moderate to Severe Developmental Disabilities and Significant Behavior Challenges. |
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| Authors: | Hudson, Melissa E.1 (AUTHOR) hudsonme14@ecu.edu, Krueger, Taylor L.2 (AUTHOR), Owens, Tosha L.1 (AUTHOR) |
| Source: | Education & Training in Autism & Developmental Disabilities. Dec2025, Vol. 60 Issue 4, p361-379. 19p. |
| Subject Terms: | *Educational intervention, *Individualized instruction, *Individualized education programs, *Developmental disabilities, *Behavior modification, *School children, *Mathematical ability, Numeracy |
| Abstract: | This study examined the effects of an early numeracy intervention package on the acquisition of foundational math skills in three elementary students with moderate to severe developmental disabilities and significant behavior challenges. The intervention package included the Early Numeracy Curriculum and systematic instructional strategies. A multiple probe across participants design was used to evaluate changes in correct independent responses on a curriculum-aligned assessment. All participants demonstrated improved performance during intervention, although gains were gradual and overlapped with baseline trends for some students. The teacher rated the intervention as feasible and effective and reported that it aligned with students' IEP goals. Findings support the use of structured early numeracy intervention packages that incorporate systematic instruction for students with complex learning and behavior needs. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This study examined the effects of an early numeracy intervention package on the acquisition of foundational math skills in three elementary students with moderate to severe developmental disabilities and significant behavior challenges. The intervention package included the Early Numeracy Curriculum and systematic instructional strategies. A multiple probe across participants design was used to evaluate changes in correct independent responses on a curriculum-aligned assessment. All participants demonstrated improved performance during intervention, although gains were gradual and overlapped with baseline trends for some students. The teacher rated the intervention as feasible and effective and reported that it aligned with students' IEP goals. Findings support the use of structured early numeracy intervention packages that incorporate systematic instruction for students with complex learning and behavior needs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 21541647 |
| DOI: | 10.1177/21541647251399489 |
