Using Modified Schema-Based Instruction with Technology-Based Supports to Teach Data Analysis. (March 2019)

• Record Type: Journal Article
• Authors: Root, Jenny R.; Cox, Sarah K.; Gonzalez, Stephanie
• Is Part Of: Research and practice for persons with severe disabilities. Volume 44:Number 1(2019)
• Page Start: 53
• Page End: 68
• Publication Date: 2019-03
• Subjects: general curriculum access -- mathematics -- autism -- intellectual disability -- problem solving; People with disabilities -- Periodicals; Developmentally disabled -- Periodicals; People with mental disabilities -- Periodicals; 305.908
• DOI: 10.1177/1540796919833915
• Languages: English
• ISSNs: 1540-7969

Abstract

Data analysis inherently requires problem solving, yet it is the most understudied mathematical skill for individuals with extensive support needs. The current study taught elementary students with extensive support needs (i.e., autism and intellectual disability) to solve math word problems requiring analysis of scaled pictographs through modified schema-based instruction on an iPad. Results of the single-case multiple probe across participants design found a functional relation between the iPad-based math intervention and math problem solving, with a large effect size (Tau-U = .96) confirming visual analysis. In addition, participants were able to generalize problem-solving skills when they were presented with data analysis problems from grade-level social studies textbooks and visual supports were faded. Implications for practice and future research in teaching mathematics to learners with extensive support needs are discussed.