Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student with Autism

Autor/inn/en	Rockwell, Sarah B.; Griffin, Cynthia C.; Jones, Hazel A.
Titel	Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student with Autism
Quelle	In: Focus on Autism and Other Developmental Disabilities, 26 (2011) 2, S.87-95 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357611405039
Schlagwörter	Autism; Word Problems (Mathematics); Grade 4; Subtraction; Problem Solving; Teaching Methods; Elementary School Mathematics; Arithmetic; Schemata (Cognition); Mathematics Instruction + Suchen Sie Ihr Suchwort? Autismus; Textaufgabe; School year 04; 4. Schuljahr; Schuljahr 04; Subtraktion; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Cognition; Schema; Kognition; Mathematics lessons; Mathematikunterricht
Abstract	The purpose of this study was to provide preliminary results on the use of schema-based strategy instruction to teach addition and subtraction word problem solving to a fourth grade student with autism. The student was taught to use schematic diagrams to solve three types of addition and subtraction word problems. A multiple probes across behaviors single-case design was used, with solving each of the three problem types treated as a separate behavior. Interpretation of results indicated that the participant's ability to solve all types of one-step addition and subtraction word problems improved following instruction. Improvement also generalized to problems with unknowns in the initial and medial position and was maintained over time. (Contains 4 figures.) (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	2017/4/10