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

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  • Author(s): Root, Jenny R. (ORCID Root, Jenny R. (ORCID 0000-0003-4682-0832); Browder, Diane M.
  • Language:
    English
  • Source:
    Exceptionality. 2019 27(2):118-132.
  • Publication Date:
    2019
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      15
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R324A130001
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Problem Solving; Algebra; Middle School Students; Autism; Intellectual Disability; Pervasive Developmental Disorders; Mathematics Instruction; Mathematics Skills; Handheld Devices; Telecommunications; Educational Technology; Technology Uses in Education; Teaching Methods; Vocabulary Development; Worksheets
    • Subject Terms:
      North Carolina
    • Accession Number:
      10.1080/09362835.2017.1394304
    • ISSN:
      0936-2835
    • 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.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2019
    • Accession Number:
      EJ1216566