Using Schema-Based Instruction to Improve the Mathematical Problem Solving Skills of a Rural Student with EBD

Autor/inn/en	Hott, Brittany L.; Peltier, Corey; Heiniger, Sarah; Palacios, Maegann; Le, Margaret T.; Chen, Morgan
Titel	Using Schema-Based Instruction to Improve the Mathematical Problem Solving Skills of a Rural Student with EBD
Quelle	In: Learning Disabilities: A Contemporary Journal, 19 (2021) 2, S.127-142 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Schemata (Cognition); Teaching Methods; Problem Solving; Mathematics Skills; Rural Schools; Emotional Disturbances; Behavior Disorders; Instructional Effectiveness; Special Needs Students; Grade 3; Elementary School Students + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Gefühlsstörung; Unterrichtserfolg; Sonderpädagogischer Förderbedarf; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Schema-based instruction (SBI) is a word problem solving strategy that teaches students to identify problem types by focusing on the underlying structure of the mathematical situation. SBI is gaining an evidence-base for students with a specific learning disability; however, few experimental studies have evaluated the effects of SBI for students with emotional and behavioral disorders (EBD) and, to our knowledge, no study has evaluated the effects of SBI for students with EBD attending rural and remote schools. This study explored the efficacy of SBI to teach a third grader with EBD to solve word problems fitting three additive structures. A non-concurrent multiple probe design across behaviors was used due to resource constraints and intensity of behavioral challenges. Although we are unable to determine the presence of a functional relation due to design limitations, results suggest the student increased his word problem solving skills. Furthermore, the student increased his pre- to post-test score from 10% to 100% and was able to maintain mathematics skills and generalize to science word problems. Implications for practice and future research directions are reported. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01