NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ923903
Record Type: Journal
Publication Date: 2011-Jun
Pages: 9
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1088-3576
Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student with Autism
Rockwell, Sarah B.; Griffin, Cynthia C.; Jones, Hazel A.
Focus on Autism and Other Developmental Disabilities, v26 n2 p87-95 Jun 2011
The purpose of this study was to provide preliminary results on the use of schema-based strategy instruction to teach addition and subtraction word problem solving to a fourth grade student with autism. The student was taught to use schematic diagrams to solve three types of addition and subtraction word problems. A multiple probes across behaviors single-case design was used, with solving each of the three problem types treated as a separate behavior. Interpretation of results indicated that the participant's ability to solve all types of one-step addition and subtraction word problems improved following instruction. Improvement also generalized to problems with unknowns in the initial and medial position and was maintained over time. (Contains 4 figures.)
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: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A