ERIC Number: EJ1116771
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Schema-Based Strategy Instruction and the Mathematical Problem-Solving Performance of Two Students with Emotional or Behavioral Disorders
Peltier, Corey; Vannest, Kimberly J.
Education and Treatment of Children, v39 n4 p521-543 2016
The purpose of this study was to analyze the effects of schema instruction on the mathematical problem solving of students with emotional or behavioral disorders (EBD). The participants were two fourth-grade students identified with EBD. The intervention package consisted of schema instruction, strategy instruction on problem-solving heuristics (i.e., understand the problem, make a plan, carry out the plan, check), and the use of reinforcement for task completion. The study used a single case experimental design (SCED) to establish a functional relation between the intervention package and problem- solving performance. A functional relation was established and results demonstrated an improvement in problem solving on addition/subtraction and multiplication/division word problems. The Tau-U effect size was used to corroborate visual analysis results. The Tau-U for participants 1 and 2 was 100% and 96%, respectively. The students and special education teacher reported that schema instruction was a socially valid intervention.
Descriptors: Schemata (Cognition), Teaching Methods, Mathematics Instruction, Problem Solving, Grade 4, Elementary School Students, Emotional Disturbances, Behavior Disorders, Intervention, Learning Strategies, Reinforcement, Instructional Effectiveness, Special Education, Pretests Posttests, Observation
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Authoring Institution: N/A