The effects of five minute practice, unlimited practice, with SAFMED cards on correct and error rate in math facts for two elementary school children with learning disabilities

This study evaluated the effectiveness of three Precision Teaching techniques daily timing, modeling at the top of the timed tests, and SAFMEDS (say all facts one minute each day shuffled) on the fluency of see to write math facts with two elementary school students identified as learning disabled. A modified ABCA single case design was employed. The various interventions packages did improve the students' correct rate and for see to write multiplication math facts for the participants. The applicability of various intervention procedures for elementary school special education students is discussed.