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.

Let’s See That Again: Using Instructional Videos to Support Asynchronous Mathematical Problem Solving Instruction for Students With Autism Spectrum Disorder

2021 ◽  
pp. 016264342199632
Author(s):  
Sarah K. Cox ◽  
Jenny R. Root ◽  
Deidre Gilley
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mathematical Problem Solving ◽  
High Quality ◽  
Students With Autism ◽  
Based Instruction

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.

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.

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