Twenty-three elementary and middle school students with learning disabilities were taught 14 difficult-to-memorize multiplication facts with a combination of mnemonic and traditional instruction. Results indicated that mnemonic training enhanced learning and these benefits were retained over time. (Author/DB)

Six male elementary school students with learning disabilities were taught multiplication facts using a computer software program with a five-second constant time delay procedure. Results indicated that the computer-assisted instructional program was effective. Learning generalized with varying degrees of success. (Author/JDD)

This article explains how to use constant time delay to teach multiplication facts to students who have learning disabilities. Specific techniques for using time delay on an individual or small group basis are outlined, a sample student data sheet is presented, and the role of reinforcement is addressed. (Author/JDD)

The effectiveness of teaching multiplication skills to 2nd graders with disabilities in general education classes was evaluated with 12 students with learning disabilities, 1 student with emotional disability, and 99 normally achieving peers. Students were taught using a concrete to representational to abstract instructional sequence. Students…