Teaching Students with Moderate Intellectual Disability to Solve Word Problems

Autor/inn/en	Browder, Diane M.; Spooner, Fred; Lo, Ya-yu; Saunders, Alicia F.; Root, Jenny R.; Ley Davis, Luann; Brosh, Chelsi R.
Titel	Teaching Students with Moderate Intellectual Disability to Solve Word Problems
Quelle	In: Journal of Special Education, 51 (2018) 4, S.222-235 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466917721236
Schlagwörter	Moderate Intellectual Disability; Word Problems (Mathematics); Intervention; Mathematics Skills; Mathematics Instruction; Teaching Methods; Problem Solving; Task Analysis; Predictor Variables; Instructional Effectiveness; Addition; Subtraction; Learner Engagement; Teacher Surveys + Suchen Sie Ihr Suchwort? Textaufgabe; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Aufgabenanalyse; Prädiktor; Unterrichtserfolg; Subtraktion
Abstract	This study evaluated an intervention developed through an Institute of Education Sciences-funded Goal 2 research project to teach students with moderate intellectual disability (moderate ID) to solve addition and subtraction word problems. The intervention involved modified schema-based instruction that embedded effective practices (e.g., pictorial task analysis, graphic organizers, systematic prompting with feedback) for teaching mathematics skills to students with moderate ID. The dependent variables included steps performed correctly on a problem solving task analysis, number of problems solved, problem type discrimination, and generalization of problem solving skills. Results of a multiple probe across student dyads design indicated a functional relation between three dependent variables and the intervention. Upon completion of the intervention, all eight participants with moderate ID correctly followed the task analysis, discriminated problem types, and solved word problems. Key discussion items include feasibility of teaching problem solving skills, types of modifications needed, and the generality of these skills to novel formats. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01