This study examined the effects of a structured instructional approach on improving financial literacy and mathematical problem-solving skills among adults with intellectual and developmental disabilities (IDD). Using a nonconcurrent multiple baseline across participants design, three college students in a postsecondary education program received the intervention remotely via Zoom. The dependent variable, accuracy of participants’ performance on a structured task analysis, was measured across three purchase scenarios. Instruction followed an explicit instructional model emphasizing modeling, guided practice, and independent application with a realistic replica of U.S. currency. All participants demonstrated clear improvements in accuracy and efficiency when making monetary combinations. Social validity findings indicated that participants enjoyed the lessons and felt more confident handling financial transactions. Results support the effectiveness of explicit, systematic instruction paired with technology-based delivery to enhance financial competency and independence for adults with IDD. These findings highlight the value of embedding functional money management instruction within postsecondary education curricula to promote autonomy and employability.
Miller et al. (Fri,) studied this question.