Abstract
The purpose of this study was to explore the effect of the computerized graduated prompting strategies for elementary students with intellectual disabilities solving the changed addition and subtraction problems. The computerized graduated prompting strategies were referred from Campione & Brown who proposed the graduated-prompting assessment. It included reading prompt, key-word prompt, schema prompt, and displaying equation prompt. The research method of this study use single-subject multiple Probes across subjects design to process and collect data through visual analysis, C-statistic analysis, observation and interview. The main findings of this study were as below: 1. The computerized graduated-prompting strategies could increase the effects of immediate and maintaining of the changed addition and subtraction applied mathematic problems solved by the elementary students with intellectual disabilities. 2. The computerized graduated-prompting strategies could increase the effects of immediate and maintaining of the result-unknown problems of the changed addition and subtraction applied mathematic problems solved by the elementary students with intellectual disabilities. 3. The computerized graduated-prompting strategies could increase the effects of immediate and maintaining of the change-unknown problems of the changed addition and subtraction applied mathematic problems solved by the elementary students with intellectual disabilities. 4. The computerized graduated-prompting strategies could increase the effects of immediate and maintaining of the start-unknown problems of the changed addition and subtraction applied mathematic problems solved by the elementary students with intellectual disabilities.