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ERIC Number: EJ1208827
Record Type: Journal
Publication Date: 2019-Mar
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1540-7969
Using Modified Schema-Based Instruction with Technology-Based Supports to Teach Data Analysis
Root, Jenny R.; Cox, Sarah K.; Gonzalez, Stephanie
Research and Practice for Persons with Severe Disabilities, v44 n1 p53-68 Mar 2019
Data analysis inherently requires problem solving, yet it is the most understudied mathematical skill for individuals with extensive support needs. The current study taught elementary students with extensive support needs (i.e., autism and intellectual disability) to solve math word problems requiring analysis of scaled pictographs through modified schema-based instruction on an iPad. Results of the single-case multiple probe across participants design found a functional relation between the iPad-based math intervention and math problem solving, with a large effect size (Tau-U = 0.96) confirming visual analysis. In addition, participants were able to generalize problem-solving skills when they were presented with data analysis problems from grade-level social studies textbooks and visual supports were faded. Implications for practice and future research in teaching mathematics to learners with extensive support needs are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: H325D140074