Efficacy of Peer-Delivered Mathematical Problem-Solving Instruction to Students with Extensive Support Needs

Autor/inn/en	Ley Davis, Luann; Spooner, Fred; Saunders, Alicia
Titel	Efficacy of Peer-Delivered Mathematical Problem-Solving Instruction to Students with Extensive Support Needs
Quelle	In: Exceptional Children, 89 (2022) 1, S.101-118 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Ley Davis, Luann) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221098764
Schlagwörter	Mathematics Instruction; Problem Solving; Peer Teaching; Program Effectiveness; Middle School Students; Teaching Methods; Word Problems (Mathematics); Mathematics Skills; Students with Disabilities; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Peer group teaching; Peer Group Teaching; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Textaufgabe; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Disability; Disabilities; Studentin; Behinderung
Abstract	Mathematical problem solving has been identified as one foundational area of mathematics for all students but is an area of weakness for students with disabilities. This investigation sought to determine the effects of peer-delivered schema-based instruction on the mathematical problem solving of the change problem type with four middle school students with extensive support needs using a single-case multiple-probe-across-participants design. We also wanted to determine if same-age peer tutors who received behavior skills training could deliver the academic instruction with fidelity. Students and peer tutors were representative of diverse backgrounds. Results showed a functional relation between peer-delivered modified schema-based instruction and students' acquisition and maintenance of mathematical word problem--solving skills, and strong effect sizes were found. Peer tutors were able to provide instruction with high levels of fidelity across the study. Social validity data showed that all participants benefited from the peer-delivered instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01