Teaching Students with Moderate Intellectual Disability to Solve Word Problems
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| Title: | Teaching Students with Moderate Intellectual Disability to Solve Word Problems |
|---|---|
| Language: | English |
| Authors: | Browder, Diane M., Spooner, Fr, Lo, Ya-yu, Saunders, Alicia F., Root, Jenny R., Ley Davis, Luann, Brosh, Chelsi R. |
| Source: | Journal of Special Education. Feb 2018 51(4):222-235. |
| 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: | 14 |
| Publication Date: | 2018 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A130001 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Moderate Intellectual Disability, Word Problems (Mathematics), Intervention, Mathematics Skills, Mathematics Instruction, Teaching Methods, Problem Solving, Task Analysis, Predictor Variables, Instructional Effectiveness, Addition, Subtraction, Learner Engagement, Teacher Surveys |
| DOI: | 10.1177/0022466917721236 |
| ISSN: | 0022-4669 |
| Abstract: | This study evaluated an intervention developed through an Institute of Education Sciences-funded Goal 2 research project to teach students with moderate intellectual disability (moderate ID) to solve addition and subtraction word problems. The intervention involved modified schema-based instruction that embedded effective practices (e.g., pictorial task analysis, graphic organizers, systematic prompting with feedback) for teaching mathematics skills to students with moderate ID. The dependent variables included steps performed correctly on a problem solving task analysis, number of problems solved, problem type discrimination, and generalization of problem solving skills. Results of a multiple probe across student dyads design indicated a functional relation between three dependent variables and the intervention. Upon completion of the intervention, all eight participants with moderate ID correctly followed the task analysis, discriminated problem types, and solved word problems. Key discussion items include feasibility of teaching problem solving skills, types of modifications needed, and the generality of these skills to novel formats. |
| Abstractor: | As Provided |
| Number of References: | 21 |
| IES Funded: | Yes |
| Entry Date: | 2018 |
| Accession Number: | EJ1166253 |
| Database: | ERIC |
| Abstract: | This study evaluated an intervention developed through an Institute of Education Sciences-funded Goal 2 research project to teach students with moderate intellectual disability (moderate ID) to solve addition and subtraction word problems. The intervention involved modified schema-based instruction that embedded effective practices (e.g., pictorial task analysis, graphic organizers, systematic prompting with feedback) for teaching mathematics skills to students with moderate ID. The dependent variables included steps performed correctly on a problem solving task analysis, number of problems solved, problem type discrimination, and generalization of problem solving skills. Results of a multiple probe across student dyads design indicated a functional relation between three dependent variables and the intervention. Upon completion of the intervention, all eight participants with moderate ID correctly followed the task analysis, discriminated problem types, and solved word problems. Key discussion items include feasibility of teaching problem solving skills, types of modifications needed, and the generality of these skills to novel formats. |
|---|---|
| ISSN: | 0022-4669 |
| DOI: | 10.1177/0022466917721236 |
