Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability. (March 2022)

• Record Type: Journal Article
• Authors: Root, Jenny R.; Cox, Sarah K.; McConomy, M. Addie
• Is Part Of: Research and practice for persons with severe disabilities. Volume 47:Number 1(2022)
• Page Start: 40
• Page End: 56
• Publication Date: 2022-03
• Subjects: mathematics -- general curriculum access -- autism -- intellectual disability; People with disabilities -- Periodicals; Developmentally disabled -- Periodicals; People with mental disabilities -- Periodicals; 305.908
• DOI: 10.1177/15407969221076147
• Languages: English
• ISSNs: 1540-7969

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.