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ERIC Number: EJ1216566
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0936-2835
EISSN: N/A
Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability
Root, Jenny R.; Browder, Diane M.
Exceptionality, v27 n2 p118-132 2019
Problem solving is an important yet neglected mathematical skill for students with autism spectrum disorder and intellectual disability (ASD/ID). In addition, the terminology and vocabulary used in mathematical tasks may be unfamiliar to students with ASD/ID. The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with ASD/ID. Mathematics vocabulary terms were taught using constant time delay. Participants were then taught how to use an iPad that displayed a task analysis with embedded prompts to complete each step of solving the word problems. This study also examined participant's ability to generalize skills when supports were faded. Results of the multiple probe across participants design showed a functional relation between modified SBI and mathematical problem solving as well as constant time delay and acquisition of mathematics vocabulary terms. Implications for practice and future research are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: North Carolina
IES Funded: Yes
Grant or Contract Numbers: R324A130001