A Meta-Analysis of Schema Instruction Implemented in Single-Case Experimental Designs

• Published in: The Journal of special education Vol. 52; no. 2; pp. 89 - 100
• Main Authors: Peltier, Corey J., Vannest, Kimberly J., Marbach, Josh J.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.08.2018; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Confidence intervals; Evidence Based Practice; Intervention; Learning Disabilities; Mathematical problems; Mathematics; Mathematics education; Mathematics Instruction; Meta Analysis; Problem Solving; Research Design; Schemata (Cognition); Special education; Students with Disabilities; Systematic review; Technology; Word Problems (Mathematics); meta-analysis; schema instruction; problem solving; single-case; mathematics
• ISSN: 0022-4669; 1538-4764
• DOI: 10.1177/0022466918763173

Identifying mathematical interventions that practitioners can implement to improve the mathematical problem solving (PS) of students is a need for the field. Literature on the PS performance of students with disabilities has grown; recently, schema instruction (SI) has been suggested as an evidence-based practice. The purpose of this study was to meta-analyze single-case experimental designs (SCEDs) that implemented SI with students identified with disabilities. A total of 16 studies, with 61 students identified with disabilities met the inclusion criteria. Tau U was used to report intervention effects; this decision was made because it is more robust than other nonoverlap methods and is frequently reported in published meta-analyses of SCEDs. Moderator analyses included grade of participants, use of technology, disability category, and the type of problems taught. The weighted aggregated Tau U was 88.29% (90% confidence interval [CI] = [80.5%, 96.1%]). Moderator analysis and implications for practice are discussed.