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The Effects of an Early Numeracy Intervention Package for Students with Moderate to Severe Developmental Disabilities and Significant Behavior Challenges

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Bibliographic Details
Title: The Effects of an Early Numeracy Intervention Package for Students with Moderate to Severe Developmental Disabilities and Significant Behavior Challenges
Language: English
Authors: Melissa E. Hudson (ORCID 0000-0002-7673-4719), Taylor L. Krueger, Tosha L. Owens
Source: Education and Training in Autism and Developmental Disabilities. 2025 60(4):361-379.
Availability: Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Numeracy, Mathematics Skills, Intervention, Program Effectiveness, Elementary School Students, Students with Disabilities, Developmental Disabilities, Severe Disabilities, Behavior Problems, Teacher Attitudes, Student Needs, Severe Intellectual Disability, Moderate Intellectual Disability, Autism Spectrum Disorders, Self Contained Classrooms
DOI: 10.1177/21541647251399489
ISSN: 2154-1647
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496461
Database: ERIC
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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.
ISSN:2154-1647
DOI:10.1177/21541647251399489