Effectiveness of Intervention Strategies: An Experimental Study on Pre-Academic Skills in Children with Multiple Disabilities.

Abstract: This paper presents the findings of an experimental study that aimed to investigate the impact of intervention strategies on pre-academic skills in children with multiple disabilities. Specifically, the study focused on the effectiveness of interventions in improving pre-math, pre-writing, and pre-reading skills and the overall pre-academic skill development in this population. The study involved a sample of six children with multiple disabilities, aged 4–7 years, assigned to an experimental group. The experimental group received targeted interventions in one-to-one sessions for three months. Pre- and post-test assessments were conducted to measure the pre-math, pre-writing, and pre-reading skills of the participants in the experimental group. Results indicated a significant improvement in the post-test scores of pre-math skills, pre-writing skills, and pre-reading skills among children in the experimental group. These findings highlight the positive impact of intervention strategies on the specific pre-academic skills targeted in this study. Keywords: Multiple disabilities, Pre-academic skills, Intervention Strategies, Differentiated instruction, Multisensory approaches