Effects of modified schema-based instruction on real-world algebra problem solving of students with autism spectrum disorder and moderate intellectual disability

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Root, J. (2016). Effects of modified schema-based instruction on real-world algebra problem solving of students with autism spectrum disorder and moderate intellectual disability. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with autism spectrum disorder and moderate intellectual disability (ASD/ID). Participants learned to solve two types of group word problems: missing-whole and missing-part. The themes of the word problems were related to their interests and daily experiences. In addition, participants were taught key mathematics vocabulary terms using constant time delay. Participants were taught how to use an iPad that displayed a task analysis with embedded verbal and specific verbal prompts to complete each step of solving the real-world algebra word problems. This study also examined participant’s ability to generalize skills when stimulus supports were faded. Results showed a functional relation between constant time delay and acquisition of mathematics vocabulary terms as well as between modified SBI and mathematical problem solving. Participants were able to successfully solve both types of group problems and had some success with generalizing skills when stimulus supports were faded. The findings of this study provide several implications for practice for using modified SBI to teach mathematical problem solving to students with ASD/ID, and offer suggestions for future research in this area.

Details
Author

Root, Jenny

Title

Effects of modified schema-based instruction on real-world algebra problem solving of students with autism spectrum disorder and moderate intellectual disability

Physical Description

1 online resource (204 pages) : PDF

Date

2016

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with autism spectrum disorder and moderate intellectual disability (ASD/ID). Participants learned to solve two types of group word problems: missing-whole and missing-part. The themes of the word problems were related to their interests and daily experiences. In addition, participants were taught key mathematics vocabulary terms using constant time delay. Participants were taught how to use an iPad that displayed a task analysis with embedded verbal and specific verbal prompts to complete each step of solving the real-world algebra word problems. This study also examined participant’s ability to generalize skills when stimulus supports were faded. Results showed a functional relation between constant time delay and acquisition of mathematics vocabulary terms as well as between modified SBI and mathematical problem solving. Participants were able to successfully solve both types of group problems and had some success with generalizing skills when stimulus supports were faded. The findings of this study provide several implications for practice for using modified SBI to teach mathematical problem solving to students with ASD/ID, and offer suggestions for future research in this area.

Genre

doctoral dissertations

Subjects--Topics

Special education
Mathematics--Study and teaching

Degree

Ph.D.

Keywords

Applied Behavior Analysis
Autism
Intellectual Disability
Manipulatives
Mathematics
Schema-Based Instruction

Subject Area

Special Education

Advisor(s)

Browder, Diane

Committee Members

Lo, Ya-yu
Polly, Drew
Spooner, Fred

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2016.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Root_uncc_0694D_11025

Permalink

http://hdl.handle.net/20.500.13093/etd:434