The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students With Emotional and Behavioral Disorders. (February 2018)

• Record Type: Journal Article
• Authors: Peltier, Corey; Vannest, Kimberly J.
• Is Part Of: Behavioral disorders. Volume 43:Number 2(2018)
• Page Start: 277
• Page End: 289
• Publication Date: 2018-02
• Subjects: emotional and behavioral disorder -- mathematics -- problem solving -- schema instruction -- single case experimental design; Behavior disorders in children -- Periodicals; Child Behavior Disorders; Comportement, Troubles du, chez l'enfant -- Périodiques; Behavior disorders in children; Trouble du comportement; Trouble affectif; Jeune; Periodicals; Periodicals; 618.9289005
• DOI: 10.1177/0198742917704647
• Languages: English
• ISSNs: 0198-7429

Abstract

The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using a multiple baseline across participants design. Visual analysis and a non-parametric effect size (ES) demonstrate improvement in problem-solving accuracy for grade-level word problems involving addition and subtraction of two-digit integers without regrouping. Tau- U ESs for four participants ranged from 63% to 98%. The students and special education teacher reported the intervention package was socially valid.