Students with the most significant cognitive disabilities often display deficits in mathematics. One method that has had limited research to determine the effectiveness with students with the most significant cognitive disabilities is a program called TouchMath. The purpose of this study was to investigate the use of the TouchMath strategy with students with the most significant cognitive disabilities in school settings. Interventions were compared and evaluated against the Council for Exceptional Children's "Standards for Classifying the Evidence Base of Practices in Special Education" (CEC-EBP). The results of the study confirmed what previous studies on TouchMath had shown that students made significant gains in the area of mathematical accuracy with single digit addition. Limitations are examined and recommendations for future research are given. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]