Jenny R. Root

Schema-Based Instruction With Concrete and Virtual Manipulatives to Teach Problem Solving to Students With Autism

The current study evaluated the effects of modified schema-based instruction on the mathematical word problem solving skills of three elementary students with autism spectrum disorders and moderate intellectual disability. Participants learned to solve compare problem type with themes that related to their interests and daily experiences. In addition, researchers compared the effects of concrete and virtual manipulatives within the treatment package. Results of the multiple probes across participants with an embedded alternating treatments design showed a functional relation between modified schema-based instruction and word problem solving. Two of three participants performed more steps in the virtual condition and one participant had equal performance in both concrete and virtual conditions. When given a choice between conditions upon skill mastery, all three participants preferred the virtual condition and maintained treatment effects. Implications for practice and future research are discussed.

Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice

Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165–179, 2005; Gersten et al., Exceptional Children 71:149–164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed.

Promoting Access to Common Core Mathematics for Students with Severe Disabilities through Mathematical Problem Solving.

There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a conceptual model for teaching mathematical problem solving to students with severe disabilities based on research from a multiyear project. The model proposed incorporates schema-based instruction combined with evidence-based practices for teaching academics to this population, and includes technology supports and self-monitoring. The purpose is to teach students to recognize underlying problem structures in word problems for better generalizability to real-world situations. This article outlines the existing evidence for teaching problem solving to students with disabilities, the conceptual model for teaching mathematical problem solving to students with severe disabilities, and the implications of the model for practitioners and future researchers.

Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability.

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant’s ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.

An Updated Evidence-Based Practice Review on Teaching Mathematics to Students With Moderate and Severe Developmental Disabilities:

The purpose of this review was to examine the body of research on teaching mathematics to students with moderate and severe developmental disability that has been published since 2005, reflecting changes in both the academic expectations for this population and research and design standards in the evidence-based practice (EBP) era. We examined research on teaching mathematical skills for students with moderate and severe developmental disability from 2005–2016 and found 36 studies (33 single-case and three group-experimental studies), updating the Browder, Spooner, Ahlgrim-Delzell, Harris, and Wakeman analysis. Of the 36 studies included in the review, 22 single-case and three group-design studies received a rating of high or adequate quality using the National Technical Assistance Center on Transition (NTACT) indicator criteria. In addition to systematic instruction, instructional procedures of technology-aided instruction, graphic organizers, manipulatives, and explicit instruction were found to be EBPs in teaching mathematics to this population.

Effects of a Story-Mapping Procedure Using the iPad on the Comprehension of Narrative Texts by Students With Autism Spectrum Disorder

This study investigated the effects of a modified system of least prompts and an electronic story-mapping intervention for elementary students with autism spectrum disorder. Participants were first taught to identify story element definitions using constant time delay. Participants then listened to age-appropriate narrative texts with a problem–solution structure, completed an electronic story map, and orally answered questions related to the story elements. If unable to complete the map or answer questions, a system of least prompts was used that redirected the students to use provided supports and provided rereads of portions of the text. A multiple probe across participants design was used to examine the effects of the intervention. Outcomes indicated the intervention was effective for teaching story element definitions, labeling of the story element map on an iPad, and comprehension of story element questions. The limitations of the study as well as implications for future research and practice are discussed.

Teaching Students With Moderate Intellectual Disability to Solve Word Problems

This study evaluated an intervention developed through an Institute of Education Sciences-funded Goal 2 research project to teach students with moderate intellectual disability (moderate ID) to solve addition and subtraction word problems. The intervention involved modified schema-based instruction that embedded effective practices (e.g., pictorial task analysis, graphic organizers, systematic prompting with feedback) for teaching mathematics skills to students with moderate ID. The dependent variables included steps performed correctly on a problem solving task analysis, number of problems solved, problem type discrimination, and generalization of problem solving skills. Results of a multiple probe across student dyads design indicated a functional relation between three dependent variables and the intervention. Upon completion of the intervention, all eight participants with moderate ID correctly followed the task analysis, discriminated problem types, and solved word problems. Key discussion items include feasibility of teaching problem solving skills, types of modifications needed, and the generality of these skills to novel formats.

Technology-Based Shared Story Reading for Students With Autism Who Are English-Language Learners

Demonstrating comprehension of text is a complex skill that is an area of difficulty for many students with autism spectrum disorder (ASD). Shared story reading is an intervention that has a history of effectiveness in teaching literacy skills to students with extensive support needs. This study used a multiple probe across participants design to evaluate the effects of shared story reading using e-texts and embedded prompting on vocabulary and reading comprehension of grade-aligned narrative texts by elementary students with ASD who were also English-language learners. Outcomes indicate shared story reading with the embedded technological supports was effective for teaching comprehension of WH questions as well as identification of WH rules and definitions. Implications for future research and practice are discussed.

Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability

ABSTRACT Problem solving is an important yet neglected mathematical skill for students with autism spectrum disorder and intellectual disability (ASD/ID). In addition, the terminology and vocabulary used in mathematical tasks may be unfamiliar to students with ASD/ID. The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with ASD/ID. Mathematics vocabulary terms were taught using constant time delay. Participants were then taught how to use an iPad that displayed a task analysis with embedded prompts to complete each step of solving the word problems. This study also examined participant’s ability to generalize skills when supports were faded. Results of the multiple probe across participants design showed a functional relation between modified SBI and mathematical problem solving as well as constant time delay and acquisition of mathematics vocabulary terms. Implications for practice and future research are discussed.

Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students With Autism Spectrum Disorder:

The Common Core State Standards in Mathematics outline both the content and practices students must engage in at each grade level to become mathematically proficient. Mathematical processes include problem solving, reasoning and proof, communication, and procedural fluency, which includes flexible thinking. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on the acquisition and maintenance of math content and practices by middle school students with autism spectrum disorder (ASD). Two middle school students with ASD learned to solve proportional word problems containing extraneous information. Specifically, we measured mathematical problem-solving flexibility and communication using a 4-point rubric. Results of the reversal design found a functional relation between MSBI and the students’ ability to flexibly solve the mathematical word problems and explain their answer, suggesting MSBI may be a useful strategy for some students with ASD.