Evaluating the Impact of a Virtual Manipulative Intervention on Verbal Math Problem-Solving Skills in Students With Intellectual Disabilities

This study investigated the effectiveness of virtual manipulatives within explicit instruction to improve verbal math problem-solving in students with intellectual disabilities. Using a multiple-probe design across participants, individualized intervention sessions were conducted with three students by an experienced special education teacher. The intervention employed a tablet-based virtual manipulative tool, focusing on single-step addition and subtraction problems. Results showed significant improvements in problem-solving accuracy, with participants achieving 80% to 100% accuracy during sessions. Gains were maintained 1 to 3 weeks later and generalized to new individuals and materials. Social validity findings indicated high satisfaction among students and parents, highlighting positive perceptions of the tool’s usability, engagement, and learning impact. The study underscores the importance of targeted teacher training for effective implementation and sustainability. Implications for educators, policymakers, and caregivers are discussed, along with recommendations for future research on broader applications of virtual manipulatives in math instruction for students with intellectual disabilities.