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A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems

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Title: A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems
Language: English
Authors: Clausen, Amy M. (ORCID 0000-0002-4109-4133), Tapp, Melissa C. (ORCID 0000-0001-7805-4146), Pennington, Robert C., Spooner, Fr, Teasdell, Annette
Source: Research and Practice for Persons with Severe Disabilities. Jun 2021 46(2):94-107.
Availability: SAGE Publications. 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: 2021
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
High Schools
Descriptors: Teaching Methods, Schemata (Cognition), Mathematics Instruction, Word Problems (Mathematics), Students with Disabilities, Evidence Based Practice, Moderate Intellectual Disability, Severe Intellectual Disability, Elementary School Students, High School Students, Middle School Students
DOI: 10.1177/15407969211007561
ISSN: 1540-7969
Abstract: Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of which 11 met quality standards. Thirty-nine participants, all of whom participated in statewide alternate assessments, were included in these studies, the majority of whom were middle school students with intellectual disability. Four research teams explicitly targeted state content standards. The researcher served as interventionist in 82% of the studies. Although the overall effect size was very large (1.0 Tau), our findings suggest that MSBI is not yet an EBP for students with MSD. We provide an overview of current contextual factors and suggestions for future researchers to continue the investigation of MSBI.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1297491
Database: ERIC
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  Data: A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems
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  Data: <searchLink fieldCode="AR" term="%22Clausen%2C+Amy+M%2E%22">Clausen, Amy M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4109-4133">0000-0002-4109-4133</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tapp%2C+Melissa+C%2E%22">Tapp, Melissa C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7805-4146">0000-0001-7805-4146</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pennington%2C+Robert+C%2E%22">Pennington, Robert C.</searchLink><br /><searchLink fieldCode="AR" term="%22Spooner%2C+Fr%22">Spooner, Fr</searchLink><br /><searchLink fieldCode="AR" term="%22Teasdell%2C+Annette%22">Teasdell, Annette</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+and+Practice+for+Persons+with+Severe+Disabilities%22"><i>Research and Practice for Persons with Severe Disabilities</i></searchLink>. Jun 2021 46(2):94-107.
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  Data: SAGE Publications. 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: Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of which 11 met quality standards. Thirty-nine participants, all of whom participated in statewide alternate assessments, were included in these studies, the majority of whom were middle school students with intellectual disability. Four research teams explicitly targeted state content standards. The researcher served as interventionist in 82% of the studies. Although the overall effect size was very large (1.0 Tau), our findings suggest that MSBI is not yet an EBP for students with MSD. We provide an overview of current contextual factors and suggestions for future researchers to continue the investigation of MSBI.
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        Value: 10.1177/15407969211007561
    Languages:
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      Pagination:
        PageCount: 14
        StartPage: 94
    Subjects:
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Schemata (Cognition)
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: High School Students
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      – SubjectFull: Middle School Students
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