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ERIC Number: EJ1129039
Record Type: Journal
Publication Date: 2017-Feb
Pages: 10
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-2165-1434
Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability
Root, Jenny; Saunders, Alicia; Spooner, Fred; Brosh, Chelsi
Career Development and Transition for Exceptional Individuals, v40 n1 p5-14 Feb 2017
The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant's ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A130001