The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students With Emotional and Behavioral Disorders.
The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is...
| Publicado en: | Behavioral Disorders Vol. 43; no. 2; pp. 277 - 290 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Feb2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using a multiple baseline across participants design. Visual analysis and a non-parametric effect size (ES) demonstrate improvement in problem-solving accuracy for grade-level word problems involving addition and subtraction of two-digit integers without regrouping. Tau-U ESs for four participants ranged from 63% to 98%. The students and special education teacher reported the intervention package was socially valid. |
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