A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems

Autor/inn/en	Clausen, Amy M.; Tapp, Melissa C.; Pennington, Robert C.; Spooner, Fred; Teasdell, Annette
Titel	A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems
Quelle	In: Research and Practice for Persons with Severe Disabilities, 46 (2021) 2, S.94-107 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clausen, Amy M.) ORCID (Tapp, Melissa C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/15407969211007561
Schlagwörter	Teaching Methods; Schemata (Cognition); Mathematics Instruction; Word Problems (Mathematics); Students with Disabilities; Evidence Based Practice; Moderate Intellectual Disability; Severe Intellectual Disability; Elementary School Students; High School Students; Middle School Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Cognition; Schema; Kognition; Mathematics lessons; Mathematikunterricht; Textaufgabe; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; High school; High schools; Oberschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of which 11 met quality standards. Thirty-nine participants, all of whom participated in statewide alternate assessments, were included in these studies, the majority of whom were middle school students with intellectual disability. Four research teams explicitly targeted state content standards. The researcher served as interventionist in 82% of the studies. Although the overall effect size was very large (1.0 Tau), our findings suggest that MSBI is not yet an EBP for students with MSD. We provide an overview of current contextual factors and suggestions for future researchers to continue the investigation of MSBI. (As Provided).
Anmerkungen	SAGE Publications. 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