The Effects of an Early Numeracy Intervention Package for Students with Moderate to Severe Developmental Disabilities and Significant Behavior Challenges

This study examined the effects of an early numeracy intervention package on the acquisition of foundational math skills in three elementary students with moderate to severe developmental disabilities and significant behavior challenges. The intervention package included the Early Numeracy Curriculum and systematic instructional strategies. A multiple probe across participants design was used to evaluate changes in correct independent responses on a curriculum-aligned assessment. All participants demonstrated improved performance during intervention, although gains were gradual and overlapped with baseline trends for some students. The teacher rated the intervention as feasible and effective and reported that it aligned with students’ IEP goals. Findings support the use of structured early numeracy intervention packages that incorporate systematic instruction for students with complex learning and behavior needs.