Effects of cognitive‐based instruction on mathematical problem solving by learners with mild intellectual disabilities

The Pandemic has required teachers to find ways to provide high-quality instruction in a virtual format. Video-based instruction (VBI) is a version of technology-aided instruction that has been effectively used in classrooms to improve mathematical outcomes for students with disabilities. This manuscript describes how a special education teacher can utilized VBI through free online platforms (i.e., SeeSaw, Loom) to implement a mathematical problem solving instructional strategy (modified schema-based instruction; MSBI) for students with autism spectrum disorder (ASD) while at home. MSBI utilizing VBI has successfully been used by teachers and researchers to improve additive and multiplicative problem solving skills for students with ASD. This manuscript describes how special education teachers can support students and their caregivers by providing high-quality problem solving instruction in a virtual environment.

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Effect of "Understand and Solve " Strategy Instruction on Mathematical Problem Solving of Students with Mild Intellectual Disabilities

lnternational Electronic Journal of Elementary Education ◽

10.26822/iejee.2018245314 ◽

2019 ◽

Vol 11 (2) ◽

pp. 77-90 ◽

Cited By ~ 1

Author(s):

Alpaslan Karabulut ◽

Emine Rüya Özmen

Keyword(s):

Problem Solving ◽

Intellectual Disabilities ◽

Mathematical Problem ◽

Strategy Instruction ◽

Mathematical Problem Solving

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Using Augmented Reality and Modified Schema-Based Instruction to Teach Problem Solving to Students With Autism

Remedial and Special Education ◽

10.1177/07419325211054209 ◽

2021 ◽

pp. 074193252110542

Author(s):

Jenny R. Root ◽

Sarah K. Cox ◽

Kathryn Davis ◽

Sarah Gonzales

Keyword(s):

Young Adults ◽

Problem Solving ◽

Augmented Reality ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Problem Solving Skills ◽

The Social ◽

Based Instruction ◽

Adults With Asd ◽

Young Adults With Asd

Young adults with autism spectrum disorder (ASD) need both academic and social skills required to apply acquired knowledge and skills in real-world settings. This study evaluated the effects of a multicomponent intervention incorporating both Modified Schema-Based Instruction (MSBI) and video-based instruction delivered via augmented reality (AR) to teach the social and mathematical problem-solving skills needed to execute personal finance tasks in the community. Participants included four 21-year-old young adults with ASD enrolled in a public school transition program located on the campus of a technical college. Findings of the single-case multiple probe across participant design support a functional relation between the multicomponent treatment package and the social and mathematical problem-solving skills of the young adults with ASD. Furthermore, participants were also able to self-correct errors after watching AR-triggered model videos. Generalization to a novel setting was tested. Results, implications, and suggestions for future research are discussed

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