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

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.

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Embedding Literacy in Mathematics Problem Solving Instruction for Learners With Intellectual and Developmental Disability

Inclusion ◽

10.1352/2326-6988-6.2.81 ◽

2018 ◽

Vol 6 (2) ◽

pp. 81-96

Author(s):

Chelsi R. Brosh ◽

Jenny R. Root ◽

Alicia F. Saunders ◽

Fred Spooner ◽

Larry B. Fisher

Keyword(s):

Problem Solving ◽

Word Problem ◽

Functional Relation ◽

Literacy Skills ◽

Future Research ◽

Instructive Feedback ◽

Word Problem Solving ◽

And Mathematics ◽

Based Instruction ◽

Mathematical Word Problem

AbstractAlthough solving word problems involves both literacy and mathematics skills, research to date has only targeted mathematical learning. This study sought to increase teaching efficiency by embedding literacy instruction within mathematical word problem solving instruction for three elementary students with intellectual and developmental disabilities. A multiple probe across participants design showed a functional relation between modified schema-based instruction (MSBI) and mathematical word problem solving. All participants increased knowledge of nontargeted literacy skills using instructive feedback, and two participants demonstrated a further increase following the use of constant-time delay (CTD). The results highlight several implications for practice regarding the feasibility of MSBI with instructive feedback to simultaneously address multiple academic domains or skills. Limitations and suggestions for future research are discussed.

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

10.35542/osf.io/tgd5w ◽

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.

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Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143416681288 ◽

2016 ◽

Vol 40 (1) ◽

pp. 5-14 ◽

Cited By ~ 13

Author(s):

Jenny Root ◽

Alicia Saunders ◽

Fred Spooner ◽

Chelsi Brosh

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Functional Relation ◽

Personal Finance ◽

Future Research ◽

School Students ◽

Problem Solving Skills ◽

Mathematical Problems ◽

Based Instruction ◽

Multiple Probe

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant’s ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.

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The Effects of a Computer-Assisted, Schema-Based Instruction Intervention on Word Problem-Solving Skills of Low-Performing Fifth Grade Students

Journal of Special Education Technology ◽

10.1177/016264341302800102 ◽

2013 ◽

Vol 28 (1) ◽

pp. 9-21 ◽

Cited By ~ 7

Author(s):

Jessica L. Fede ◽

Margaret E. Pierce ◽

William J. Matthews ◽

Craig S. Wells

Keyword(s):

Problem Solving ◽

Word Problem ◽

Fifth Grade ◽

Computer Assisted ◽

Word Problem Solving ◽

Problem Solving Skills ◽

Fifth Grade Students ◽

Based Instruction

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

Learning Disability Quarterly ◽

10.1177/07319487211061421 ◽

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.

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Using Modified Schema-Based Instruction with Technology-Based Supports to Teach Data Analysis

Research and Practice for Persons with Severe Disabilities ◽

10.1177/1540796919833915 ◽

2019 ◽

Vol 44 (1) ◽

pp. 53-68 ◽

Cited By ~ 2

Author(s):

Jenny R. Root ◽

Sarah K. Cox ◽

Stephanie Gonzalez

Keyword(s):

Data Analysis ◽

Problem Solving ◽

Visual Analysis ◽

Single Case ◽

Functional Relation ◽

Future Research ◽

Support Needs ◽

Problem Solving Skills ◽

Social Studies Textbooks ◽

Based Instruction

Data analysis inherently requires problem solving, yet it is the most understudied mathematical skill for individuals with extensive support needs. The current study taught elementary students with extensive support needs (i.e., autism and intellectual disability) to solve math word problems requiring analysis of scaled pictographs through modified schema-based instruction on an iPad. Results of the single-case multiple probe across participants design found a functional relation between the iPad-based math intervention and math problem solving, with a large effect size (Tau-U = .96) confirming visual analysis. In addition, participants were able to generalize problem-solving skills when they were presented with data analysis problems from grade-level social studies textbooks and visual supports were faded. Implications for practice and future research in teaching mathematics to learners with extensive support needs are discussed.

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Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities

Intervention in School and Clinic ◽

10.1177/1053451218782422 ◽

2018 ◽

Vol 54 (4) ◽

pp. 212-218

Author(s):

Gloria A. Carcoba Falomir

Keyword(s):

High School ◽

Learning Disabilities ◽

Problem Solving ◽

Secondary Students ◽

Word Problem ◽

Conceptual Knowledge ◽

The United States ◽

Students With Learning Disabilities ◽

Word Problem Solving ◽

Problem Solving Skills

Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing mathematical equations and implementing a myriad of cognitive processes that require conceptual knowledge. Diagrams are considered an effective and powerful visualization strategy because they help students see the hidden mathematical structure of the problem. The use of diagrams is recommended as students work toward more complex math concepts in middle school and high school.

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