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Exploring Modified Schema Based Instruction to Support Data Analysis Problem Solving: A Systematic Replication.

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Title: Exploring Modified Schema Based Instruction to Support Data Analysis Problem Solving: A Systematic Replication.
Authors: Bouck, Emily C. (AUTHOR), Cox, Sarah K. (AUTHOR), Long, Holly (AUTHOR), Bullock, Emma (AUTHOR), Whorley, Abbie (AUTHOR)
Source: Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p596-616. 21p.
Subjects: Data analysis, Problem solving, Middle school students, Special education, Task analysis, Data visualization, Teaching methods
Abstract: Mathematical problem solving is an important skill for all students, including students with disabilities. This study was a systematic replication of a previous study that examined modified schema based instruction (MSBI) to teach problem solving of the mathematical domain of data analysis. Using modeling, graphic organizer, task analysis, and the system of least prompts (SLP), researchers taught middle school students with extensive mathematical needs (i.e., students taught in a special education mathematics class and performing below grade level in mathematical skills) to read a graph, interpret its scale, and solve a comparison addition problem. Researchers found a functional relation between the intervention package and student independence and accuracy across the three students. Students maintained their independence and accuracy two-to-three weeks after intervention ended. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Mathematical problem solving is an important skill for all students, including students with disabilities. This study was a systematic replication of a previous study that examined modified schema based instruction (MSBI) to teach problem solving of the mathematical domain of data analysis. Using modeling, graphic organizer, task analysis, and the system of least prompts (SLP), researchers taught middle school students with extensive mathematical needs (i.e., students taught in a special education mathematics class and performing below grade level in mathematical skills) to read a graph, interpret its scale, and solve a comparison addition problem. Researchers found a functional relation between the intervention package and student independence and accuracy across the three students. Students maintained their independence and accuracy two-to-three weeks after intervention ended. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-024-09572-6
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              Text: Mar2026
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