The aim of this study was to investigate the effect of a precision teaching (PT) framework on the mathematical ability of students with intellectual and developmental disabilities. We also examined if students of moderate mathematical ability could perform as well as their peers with fewer difficulties with their math skills. Sixteen students participated and were divided into three groups. One group engaged in PT, and the other two groups functioned as comparisons. The PT group practiced six skills introduced linearly. An A-B design was used for the five component skills, and a multiple baseline across participants design was used for the composite skill (addition). The intervention led to a significant improvement in all skills, including addition, and this was associated with a large effect size; student performance met or exceeded that of their peers. Overall, the findings suggest that PT is an efficient and effective approach for teaching students with IDDs.

本研究的目的是调查精确教学 (PT) 框架对智力和发育障碍学生数学能力的影响。我们还检查了具有中等数学能力的学生是否可以与数学技能难度较小的同龄人一样表现出色。十六名学生参加并被分为三组。一组进行PT，另外两组作为对比。PT组练习了六项线性介绍的技能。AB 设计用于五个组件技能，跨参与者设计的多个基线用于复合技能（添加）。干预导致所有技能的显着提高，包括加法，这与较大的效应量有关；学生的表现达到或超过同龄人。总体而言，研究结果表明 PT 是一种有效且有效的方法来教授 IDD 学生。