Improving Word Problem Solving of Immediate, Generalized, and Combined Structured Problems via Schema-Based Instruction

Instruction geared toward priming the underlying problem structures was suggested as an evidence-based practice for students with a learning disability. Schema-based instruction is one intervention aligned with this principle. We extended prior work by (a) using a teacher as the implementer, (b) pro...

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Published inExceptionality : the official journal of the Division for Research of the Council for Exceptional Children Vol. 28; no. 2; pp. 92 - 108
Main Authors Peltier, Corey, Lingo, Mindy E., Deardorff, Malarie E., Autry, Faye, Manwell, Carli R.
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 14.03.2020
Taylor & Francis Ltd
Subjects
Academic Achievement
Accuracy
Arithmetic
Elementary School Mathematics
Elementary School Students
Evidence Based Practice
Grade 4
Instructional Effectiveness
Intervention
Learning disabilities
Mathematical problems
Mathematics Achievement
Mathematics education
Mathematics Instruction
Predictor Variables
Priming
Problem Solving
Remedial Instruction
Special Education Teachers
Students with Disabilities
Teaching Methods
Validity
Word Problems (Mathematics)
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Summary:Instruction geared toward priming the underlying problem structures was suggested as an evidence-based practice for students with a learning disability. Schema-based instruction is one intervention aligned with this principle. We extended prior work by (a) using a teacher as the implementer, (b) providing teacher flexibility in intervention implementation, and (c) examining student performance for generalized and combined problem structures. The participants included fourth-grade students (n = 5) identified with a disability who received supplementary mathematics instruction in a resource room setting. The independent variable was schema-based instruction and the dependent variable was mathematical problem-solving performance. To evaluate if a functional relation existed, a multiple-probe design across participants was used. A functional relation was established; however, student performance did not reach socially significant levels. The aggregated Tau-U effect size was 81% [CI 90 61, 100%] and the aggregated BC-SMD was 1.72 [CI 95 1.00, 2.49]. Implications for research and practice will be discussed in regard to implementation fidelity and dosage of remedial instruction.
ISSN:0936-2835
1532-7035
DOI:10.1080/09362835.2020.1727336