One of the most fundamental math skills for students to learn is basic computational skills. Students who have difficulty learning math skills may benefit from representational approaches, such as TouchMath. A multiprobe, multiple baseline, acrossparticipants design was used in this study to investigate the use of TouchMath with students with physical disabilities. The study was designed to determine the effectiveness of this strategy on the students' ability to solve basic addition problems with sums to 20. All students were successful in reaching the criterion, with high percentages of correct responses using the TouchMath strategy to answer simple addition problems. Data were analyzed by graphic visual analysis and calculation of the percentage of nonoverlapping data. Generalization and maintenance data supported the effectiveness of this strategy.

Students with Duchenne muscular dystrophy (DMD) have a degenerative disease that requires ongoing changes in assistive technology (AT). The AT team needs to be knowledgeable about the disease and its progression in order to meet these students' changing needs in a timely manner. The unique needs of students with Duchenne muscular dystrophy in regard to AT and adaptations are discussed through three case studies, spanning from elementary to high school. Each case study addresses the differing AT needs for each student, how these needs changed as the disease progressed, and why some AT was rejected. The information provided in this article can assist AT teams as they develop and implement AT plans for their students.