Teaching Students With Mild Intellectual Disability to Solve Word Problems Using Schema-Based Instruction

2021 ◽  
pp. 073194872110614
Author(s):  
Irene Polo-Blanco ◽  
María J. González López ◽  
Alicia Bruno ◽  
Jon González-Sánchez
Keyword(s):  
Intellectual Disability ◽  
Problem Solving ◽  
Word Problems ◽  
Autism Spectrum ◽  
Mild Intellectual Disability ◽  
Word Problem Solving ◽  
Problem Solving Skills ◽  
Addition And Subtraction ◽  
Based Instruction ◽  
Teaching Problem

This study, which used a multiple baseline across students’ design, examines the effectiveness of a modified schema-based instructional approach to improve the mathematical word problem-solving performance of three students with mild intellectual disability, two of them with autism spectrum disorder. Following the intervention, the three students improved their performance when solving addition and subtraction change word problems; however, their performance was inconsistent with change word problems. The effects of the instruction were generalized to two-step addition and subtraction word problems for the three participants. Moreover, the results were generalized to an untrained setting and were maintained 8 weeks after the instruction. The implications of these findings for teaching problem-solving skills to students with intellectual disability are discussed.

Schema-Based Instruction With Concrete and Virtual Manipulatives to Teach Problem Solving to Students With Autism

2016 ◽  
Vol 38 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Jenny R. Root ◽  
Diane M. Browder ◽  
Alicia F. Saunders ◽  
Ya-yu Lo
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Virtual Manipulatives ◽  
Future Research ◽  
Word Problem Solving ◽  
Problem Solving Skills ◽  
Students With Autism ◽  
Based Instruction

The current study evaluated the effects of modified schema-based instruction on the mathematical word problem solving skills of three elementary students with autism spectrum disorders and moderate intellectual disability. Participants learned to solve compare problem type with themes that related to their interests and daily experiences. In addition, researchers compared the effects of concrete and virtual manipulatives within the treatment package. Results of the multiple probes across participants with an embedded alternating treatments design showed a functional relation between modified schema-based instruction and word problem solving. Two of three participants performed more steps in the virtual condition and one participant had equal performance in both concrete and virtual conditions. When given a choice between conditions upon skill mastery, all three participants preferred the virtual condition and maintained treatment effects. Implications for practice and future research are discussed.

Social Problem-Solving Skills Training for Adults With Mild Intellectual Disability: A Multiple Case Study

2008 ◽  
Vol 25 (2) ◽  
pp. 97-108 ◽  
Author(s):  
Gillian Anderson ◽  
Nikolaos Kazantzis
Keyword(s):  
Psychological Distress ◽  
Intellectual Disability ◽  
Problem Solving ◽  
Social Problem ◽  
Skills Training ◽  
Preliminary Evidence ◽  
Social Problem Solving ◽  
Mild Intellectual Disability ◽  
Problem Solving Skills ◽  
Multiple Case

AbstractSocial problem-solving training has been successful in improving maladaptive behaviour and problem-solving skills for individuals with intellectual disability. However, in contrast to individuals without intellectual disability there has been only one study that has examined whether social problem-solving training can improve psychological distress in individuals with intellectual disability and a psychiatric diagnosis. Three participants from a vocational community centre with mild intellectual disability, comorbid mental illness, and challenging behaviour, participated in 15 individually delivered sessions of social problem-solving training. Social problem-solving skill, behaviour, and psychological distress measures were used to assess outcome. All three participants showed improvement in social problem-solving skills, and two participants showed improvement in depression. Improvement was maintained at 4-week follow-up. The results provide preliminary evidence that social problem-solving training could be an effective intervention tool for the treatment of psychological distress in individuals with mild intellectual disability.

Strategies to Help Students Solve Addition and Subtraction Word Problems

2021 ◽  
Author(s):  
Corey Peltier ◽  
Brittany L. Hott ◽  
Amanda VanDerHeyden
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Research Evidence ◽  
Mathematical Problem ◽  
Underlying Structure ◽  
Word Problem Solving ◽  
Written Text ◽  
Considerable Research ◽  
Addition And Subtraction ◽  
Based Instruction

Word problem solving is a difficult task that requires students to decode and comprehend written text, activate prior knowledge related to the mathematical problem presented, devise a plan and execute that plan to yield a solution, and contextualize the solution. One intervention with considerable research evidence supporting its use is schema-based instruction. Schema-based instruction is an intervention specifically focused on teaching students how to identify the underlying structure of a word problem to facilitate an appropriate solution plan. The purpose of this article is to explain and demonstrate how to implement schema-based instruction to help students solve additive word problem structures.

Brief Report: Schema-Based Instruction for a Student with Emotional and Behavioral Disorder

2019 ◽  
Author(s):  
Brittany L. Hott ◽  
Corey Peltier ◽  
Meagann Palacios
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Functional Relation ◽  
Behavioral Disorder ◽  
Future Research ◽  
Word Problem Solving ◽  
Post Test ◽  
Based Instruction ◽  
Multiple Probe

Students with emotional and behavioral disorders (EBD) attending rural and remote schools are underserved and under researched. Schema-based instruction (SBI) was used to teach a third grader with EBD to solve three types of word problems. A multiple-baseline, multiple probe across problem types design was used to evaluate the relation between SBI and word problem solving accuracy. Results suggest a functional relation between SBI and group, compare, and change word problem solving. Further, the student increased his pre to post test score from 10% to 100% and was able to maintain mathematics skills and generalize to science word problems. Implications for practice and future research directions are reported.

Learning to Solve Addition and Subtraction Word Problems through a Structure-plus-Writing Approach

1995 ◽  
Vol 26 (5) ◽  
pp. 467-486 ◽  
Author(s):  
Al Rudnitsky ◽  
Susan Etheredge ◽  
Sue J. M. Freeman ◽  
Therese Gilbert
Keyword(s):  
Problem Solving ◽  
Writing Instruction ◽  
Word Problem ◽  
Field Test ◽  
Word Problems ◽  
Story Problems ◽  
Word Problem Solving ◽  
Test Instruction ◽  
Addition And Subtraction

The aim of this study was to design and field-test instruction intended to help students construct knowledge about addition and subtraction story problems and determine if this knowledge would transfer to actually solving problems. The study tests two related hypotheses: (a) structure-plus-writing instruction will result in improved word-problem solving, and (b) this improvement will be more enduring than that resulting from a more traditional heuristic and practice-based approach.

Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students With Autism Spectrum Disorder

2018 ◽  
Vol 41 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Sarah K. Cox ◽  
Jenny R. Root
Keyword(s):  
Middle School ◽  
Autism Spectrum Disorder ◽  
Problem Solving ◽  
Middle School Students ◽  
Word Problems ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Students With Autism ◽  
Based Instruction

The Common Core State Standards in Mathematics outline both the content and practices students must engage in at each grade level to become mathematically proficient. Mathematical processes include problem solving, reasoning and proof, communication, and procedural fluency, which includes flexible thinking. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on the acquisition and maintenance of math content and practices by middle school students with autism spectrum disorder (ASD). Two middle school students with ASD learned to solve proportional word problems containing extraneous information. Specifically, we measured mathematical problem-solving flexibility and communication using a 4-point rubric. Results of the reversal design found a functional relation between MSBI and the students’ ability to flexibly solve the mathematical word problems and explain their answer, suggesting MSBI may be a useful strategy for some students with ASD.

scholarly journals Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities

Mathematics ◽  
2021 ◽  
Vol 9 (15) ◽  
pp. 1814
Author(s):  
Alicia Bruno ◽  
Irene Polo-Blanco ◽  
María José González-López ◽  
Jon González-Sánchez
Keyword(s):  
Autism Spectrum Disorder ◽  
Problem Solving ◽  
Intellectual Disabilities ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Problem Solving Skills ◽  
Students With Intellectual Disabilities ◽  
Based Instruction

A study is presented on the strategies employed to solve additive change problems by three students with intellectual disabilities (two of them with autism spectrum disorder). The students followed a program involving modified schema-based instruction. The results show an improvement in the problem-solving skills of the three students, who achieved successful formal strategies associated with identifying the operation. We analyze the importance of adapting and/or emphasizing certain steps in the instruction process in order to tailor them to the difficulties of each student.

Schema-Based Instruction Implemented Under Routine Conditions

2019 ◽  
Author(s):  
Corey Peltier ◽  
Mindy E Lingo ◽  
Faye Autry-Schreffler ◽  
Malarie Deardorff ◽  
Leslie Mathews ◽  
...  
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Probe Design ◽  
Resource Room ◽  
Group Settings ◽  
Intervention Protocol ◽  
Prior Literature ◽  
Based Instruction

Students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. One specific intervention identified as a promising practice for students with a SLD is schema-based instruction (SBI). The current projects aimed to tests the efficacy of SBI under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we examined student problem solving performance on word problems requiring two-steps and combined schema structures. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance for all students on simple structure word problems, with the magnitude of effects varying across cases. The NAP, Tau, and BC-SMD effect sizes were used to quantify effects. Implications were discussed in regard to systematic replication and conditions that may impact fidelity.

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