Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability
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| Title: | Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability |
|---|---|
| Language: | English |
| Authors: | Root, Jenny, Saunders, Alicia, Spooner, Fr, Brosh, Chelsi |
| Source: | Career Development and Transition for Exceptional Individuals. Feb 2017 40(1):5-14. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2017 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A130001 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Middle Schools Secondary Education Junior High Schools |
| Descriptors: | Middle School Students, Moderate Intellectual Disability, Mathematics Instruction, Problem Solving, Money Management, Purchasing, Calculators, Handheld Devices, Generalization, Instructional Materials, Task Analysis, Instructional Effectiveness |
| DOI: | 10.1177/2165143416681288 |
| ISSN: | 2165-1434 |
| Abstract: | The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant's ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research. |
| Abstractor: | As Provided |
| Number of References: | 37 |
| IES Funded: | Yes |
| Entry Date: | 2017 |
| Accession Number: | EJ1129039 |
| Database: | ERIC |
| Abstract: | The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant's ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research. |
|---|---|
| ISSN: | 2165-1434 |
| DOI: | 10.1177/2165143416681288 |
