Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability

Autor/inn/en	Root, Jenny R.; Cox, Sarah K.; McConomy, M. Addie
Titel	Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability
Quelle	In: Research and Practice for Persons with Severe Disabilities, 47 (2022) 1, S.40-56 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Root, Jenny R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/15407969221076147
Schlagwörter	Teaching Methods; Autism; Pervasive Developmental Disorders; Intellectual Disability; Problem Solving; Mathematics Instruction; Word Problems (Mathematics); Intervention; Middle School Students; Video Technology; Generalization; Maintenance; Multiplication; Instructional Effectiveness; Schemata (Cognition) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Problemlösen; Mathematics lessons; Mathematikunterricht; Textaufgabe; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Multiplikation; Unterrichtserfolg; Cognition; Schema; Kognition
Abstract	A growing body of literature supports the effectiveness of Modified Schema-Based Instruction (MSBI) to improve mathematical problem-solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches students to identify the problem structure and use a problem-solving heuristic to solve mathematical word problems. Previous research has primarily implemented MSBI in a one-on-one setting with a researcher as the interventionist. This study aimed to investigate the effects of a teacher-delivered MSBI in a small group format on the multiplicative word problem-solving skills of six middle school students with ASD/ID as well as their ability to generalize from word problems to video-based problems. Results of the multiple probe across participants design indicate a functional relation between MSBI and word problem-solving, but generalization varied across participants and maintenance was limited to two participants due to the coronavirus disease 2019 pandemic school closures. Implications for practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01