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

Autor/inn/en	Cox, Sarah K.; Root, Jenny R.
Titel	Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students with Autism Spectrum Disorder
Quelle	In: Remedial and Special Education, 41 (2020) 3, S.139-151 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932518792660
Schlagwörter	Students with Disabilities; Autism; Pervasive Developmental Disorders; Mathematics Instruction; Mathematics Skills; Problem Solving; Instructional Effectiveness; Middle School Students; Word Problems (Mathematics); Learning Strategies; Common Core State Standards; Schemata (Cognition); Visual Aids + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Unterrichtserfolg; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Textaufgabe; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Common core curriculum; Curriculum; Kerncurriculum; Cognition; Schema; Kognition; Anschauungsmaterial
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01