Efficacy of Peer-Delivered Mathematical Problem-Solving Instruction to Students with Extensive Support Needs
Saved in:
| Title: | Efficacy of Peer-Delivered Mathematical Problem-Solving Instruction to Students with Extensive Support Needs |
|---|---|
| Language: | English |
| Authors: | Ley Davis, Luann (ORCID |
| Source: | Exceptional Children. Oct 2022 89(1):101-118. |
| 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: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A130001 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Mathematics Instruction, Problem Solving, Peer Teaching, Program Effectiveness, Middle School Students, Teaching Methods, Word Problems (Mathematics), Mathematics Skills, Students with Disabilities |
| Assessment and Survey Identifiers: | Wechsler Intelligence Scale for Children, Woodcock Johnson Tests of Achievement |
| DOI: | 10.1177/00144029221098764 |
| ISSN: | 0014-4029 2163-5560 |
| Abstract: | Mathematical problem solving has been identified as one foundational area of mathematics for all students but is an area of weakness for students with disabilities. This investigation sought to determine the effects of peer-delivered schema-based instruction on the mathematical problem solving of the change problem type with four middle school students with extensive support needs using a single-case multiple-probe-across-participants design. We also wanted to determine if same-age peer tutors who received behavior skills training could deliver the academic instruction with fidelity. Students and peer tutors were representative of diverse backgrounds. Results showed a functional relation between peer-delivered modified schema-based instruction and students' acquisition and maintenance of mathematical word problem--solving skills, and strong effect sizes were found. Peer tutors were able to provide instruction with high levels of fidelity across the study. Social validity data showed that all participants benefited from the peer-delivered instruction. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | EJ1351218 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Mathematical problem solving has been identified as one foundational area of mathematics for all students but is an area of weakness for students with disabilities. This investigation sought to determine the effects of peer-delivered schema-based instruction on the mathematical problem solving of the change problem type with four middle school students with extensive support needs using a single-case multiple-probe-across-participants design. We also wanted to determine if same-age peer tutors who received behavior skills training could deliver the academic instruction with fidelity. Students and peer tutors were representative of diverse backgrounds. Results showed a functional relation between peer-delivered modified schema-based instruction and students' acquisition and maintenance of mathematical word problem--solving skills, and strong effect sizes were found. Peer tutors were able to provide instruction with high levels of fidelity across the study. Social validity data showed that all participants benefited from the peer-delivered instruction. |
|---|---|
| ISSN: | 0014-4029 2163-5560 |
| DOI: | 10.1177/00144029221098764 |
