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The Use of Token Economy and a Math Manipulative for a Child with Moderate Intellectual Disabilities

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Author(s): Tisha Millersmtih | Kimberly P. Weber | T. F. McLaughlin

Journal: International Journal of Basics and Applied Science
ISSN 2301-4458

Volume: 1;
Issue: 3;
Start page: 634;
Date: 2013;
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Keywords: Addition | intellectual disabilities manipulatives | math facts | token economy

ABSTRACT
The purpose of this case report was to increase a child's skills inadding basic facts to ten using a math manipulative, and a token economy. The participant was an 11-year-old girl with intellectual disabilities. This study took place in the child’s self-contained special education classroom located in an elementary school in the Pacific Northwest. The dependent variables were the student’s ability to accurately count the targeted numeral amount using a manipulative. The second was rote counting. The results of this study indicated the effectiveness of token economy and the math manipulative. As the outcomes revealed, the student’s corrects increased with the use of token economy and math manipulatives. A return to baseline failed to reduce the student's performance indicating maintenance of behavior change over time. The applicability of token programs and manipulatives in math was discussed.
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