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Effects of modified schema-based ins...

Root, Jenny Rose.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of modified schema-based instruction on real-world algebra problem solving of students with autism spectrum disorder and moderate intellectual disability./
Author:	Root, Jenny Rose.
Description:	204 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10111877
ISBN:	9781339750545

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

Effects of modified schema-based instruction on real-world algebra problem solving of students with autism spectrum disorder and moderate intellectual disability. - 204 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

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

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.

ISBN: 9781339750545Subjects--Topical Terms:

516693
Special education.

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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245 1 0 $a Effects of modified schema-based instruction on real-world algebra problem solving of students with autism spectrum disorder and moderate intellectual disability.
300 $a 204 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500 $a Adviser: Diane M. Browder.
502 $a Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2016.
520 $a 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.
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710 2 $a The University of North Carolina at Charlotte. $b Special Education. $3 3177623
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