Schema-Based Strategy Instruction and the Mathematical Problem-Solving Performance of Two Students with Emotional or Behavioral Disorders

Autor/inn/en	Peltier, Corey; Vannest, Kimberly J.
Titel	Schema-Based Strategy Instruction and the Mathematical Problem-Solving Performance of Two Students with Emotional or Behavioral Disorders
Quelle	In: Education and Treatment of Children, 39 (2016) 4, S.521-543 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Schemata (Cognition); Teaching Methods; Mathematics Instruction; Problem Solving; Grade 4; Elementary School Students; Emotional Disturbances; Behavior Disorders; Intervention; Learning Strategies; Reinforcement; Instructional Effectiveness; Special Education; Pretests Posttests; Observation + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Problemlösen; School year 04; 4. Schuljahr; Schuljahr 04; Gefühlsstörung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Positive Verstärkung; Unterrichtserfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Beobachtung
Abstract	The purpose of this study was to analyze the effects of schema instruction on the mathematical problem solving of students with emotional or behavioral disorders (EBD). The participants were two fourth-grade students identified with EBD. The intervention package consisted of schema instruction, strategy instruction on problem-solving heuristics (i.e., understand the problem, make a plan, carry out the plan, check), and the use of reinforcement for task completion. The study used a single case experimental design (SCED) to establish a functional relation between the intervention package and problem- solving performance. A functional relation was established and results demonstrated an improvement in problem solving on addition/subtraction and multiplication/division word problems. The Tau-U effect size was used to corroborate visual analysis results. The Tau-U for participants 1 and 2 was 100% and 96%, respectively. The students and special education teacher reported that schema instruction was a socially valid intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01