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Small Group Mathematical Problem Solving Instruction for Elementary Students with Intellectual and Developmental Disabilities.

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Title: Small Group Mathematical Problem Solving Instruction for Elementary Students with Intellectual and Developmental Disabilities.
Authors: Root, Jenny1, Jimenez, Bree2, Twine, Jennifer3
Source: Education & Training in Autism & Developmental Disabilities. Mar2022, Vol. 57 Issue 1, p3-15. 13p.
Subject Terms: *Students with disabilities, *Education of people with intellectual disabilities, *Developmental disabilities, *Intellectual disabilities, *Problem solving, Group problem solving, Independence (Mathematics)
Geographic Terms: Australia
Abstract: The purpose of this study was to further address the “for whom” in the question of the effectiveness of modified schema-based instruction (MSBI) to teach mathematical problem solving to students with intellectual and developmental disability by evaluating whether positive outcomes from prior research would be replicated with elementary students in a different context. We aimed to analyze the “under what conditions” variable and assess feasibility of teacher-implemented MSBI in a small group. This study evaluated the effect of teacherimplemented MSBI in a small-group setting on level of independence in and maintenance of mathematical problem solving for elementary students with extensive support needs in semi-rural Australia. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Small Group Mathematical Problem Solving Instruction for Elementary Students with Intellectual and Developmental Disabilities.
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  Data: <searchLink fieldCode="JN" term="%22Education+%26+Training+in+Autism+%26+Developmental+Disabilities%22">Education & Training in Autism & Developmental Disabilities</searchLink>. Mar2022, Vol. 57 Issue 1, p3-15. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+people+with+intellectual+disabilities%22">Education of people with intellectual disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Developmental+disabilities%22">Developmental disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellectual+disabilities%22">Intellectual disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Group+problem+solving%22">Group problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Independence+%28Mathematics%29%22">Independence (Mathematics)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: The purpose of this study was to further address the “for whom” in the question of the effectiveness of modified schema-based instruction (MSBI) to teach mathematical problem solving to students with intellectual and developmental disability by evaluating whether positive outcomes from prior research would be replicated with elementary students in a different context. We aimed to analyze the “under what conditions” variable and assess feasibility of teacher-implemented MSBI in a small group. This study evaluated the effect of teacherimplemented MSBI in a small-group setting on level of independence in and maintenance of mathematical problem solving for elementary students with extensive support needs in semi-rural Australia. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=159586745
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        Value: 10.1177/215416472205700102
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      – Code: eng
        Text: English
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        PageCount: 13
        StartPage: 3
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      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Education of people with intellectual disabilities
        Type: general
      – SubjectFull: Developmental disabilities
        Type: general
      – SubjectFull: Intellectual disabilities
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Group problem solving
        Type: general
      – SubjectFull: Independence (Mathematics)
        Type: general
      – SubjectFull: Australia
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      – TitleFull: Small Group Mathematical Problem Solving Instruction for Elementary Students with Intellectual and Developmental Disabilities.
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            NameFull: Root, Jenny
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            NameFull: Jimenez, Bree
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            NameFull: Twine, Jennifer
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              M: 03
              Text: Mar2022
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              Y: 2022
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