The Effects of Direct Instruction Flashcards on Math Performance with Measures of Generalization across Elementary Students with Learning Disabilities and Autism Spectrum Disorder

Learning the names of numbers and being able to recognize them out of sequence and knowing basic addition facts are critical skills for academic success. The purpose of this study was to determine the effectiveness of a DI flashcards procedure on correct responding to basic addition fact and number identification problems. The participants were three elementary students in a special education resource room. A multiple baseline design across number/ fact groups and participants was employed. The success of the procedures led to the continuation of the intervention. The participants enjoyed the procedures and each improved their academic skills compared to their baseline performance