TEACHING MULTIPLICATION FACTS TO STUDENTS WITH LEARNING-DISABILITIES

Multiple baseline designs were used to examine the effects of an instr uctional package on accuracy of performance in solving multiplication facts by 3 students with learning disabilities. The instructional pack age included the following components: (a) a modified instructional se quence in which multiplication facts were grouped into the zeros, ones , doubles, fives, and nines categories, and those remaining; (b) ident ification of the category in which each fact belonged; (c) mnemonic st rategies associated with solving facts in each category; and (d) steps to be completed for solving facts in each category. Results indicated that the instructional package produced substantial and immediate eff ects. After receiving instruction, a participant's accuracy was often 100%, and this was maintained throughout the evaluation even as other strategies were introduced. Comparable results occurred across student s, demonstrating replication of the effects of the instructional packa ge.