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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
FullText Text:
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  Data: Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability
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  Data: <searchLink fieldCode="SO" term="%22Career+Development+and+Transition+for+Exceptional+Individuals%22"><i>Career Development and Transition for Exceptional Individuals</i></searchLink>. Feb 2017 40(1):5-14.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Moderate+Intellectual+Disability%22">Moderate Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Money+Management%22">Money Management</searchLink><br /><searchLink fieldCode="DE" term="%22Purchasing%22">Purchasing</searchLink><br /><searchLink fieldCode="DE" term="%22Calculators%22">Calculators</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: 10.1177/2165143416681288
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  Data: 2165-1434
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: EJ1129039
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/2165143416681288
    Languages:
      – Text: English
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        PageCount: 10
        StartPage: 5
    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Moderate Intellectual Disability
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Money Management
        Type: general
      – SubjectFull: Purchasing
        Type: general
      – SubjectFull: Calculators
        Type: general
      – SubjectFull: Handheld Devices
        Type: general
      – SubjectFull: Generalization
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      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Task Analysis
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      – SubjectFull: Instructional Effectiveness
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    Titles:
      – TitleFull: Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability
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            NameFull: Brosh, Chelsi
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