Cover Image
QR Code

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...

Full description

Published in:Behavioral Disorders Vol. 43; no. 2; pp. 277 - 290
Main Authors: Peltier, Corey, Vannest, Kimberly J.
Format: research tables/charts Journal Article
Published: Sage Publications Inc. Feb2018
Online Access:View this record in EBSCOhost
fields @attributes:
  recordID: 1
pdfLink:
plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=127424342&site=ehost-live
header:
  @attributes:
    shortDbName: ccm
    uiTerm: 127424342
    longDbName: CINAHL Complete
    uiTag: AN
  controlInfo:
    bkinfo:
    dissinfo:
    jinfo:
      jid:
        01987429
        BHD
      jtl: Behavioral Disorders
      issn: 01987429
      maglogo: Y
    pubinfo:
      dt: Feb2018
      vid: 43
      iid: 2
      pid: 344
      pub: Sage Publications Inc.
      place: Thousand Oaks, California
    artinfo:
      ui:
        127424342
        127424342
        127424342
        10.1177/0198742917704647
        127424342
      ppf: 277
      ppct: 13
      formats:
        fmt:
          – @attributes:
              type: T
          – @attributes:
              type: P
      tig:
        atl: The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students With Emotional and Behavioral Disorders.
      aug:
        au:
          Peltier, Corey
          Vannest, Kimberly J.
        affil: Texas A&M University, College Station, USA
      sug:
        subj:
          Education, Special Evaluation
          Outcomes of Education
          Mathematics
          Teaching Methods Evaluation
          Human
          Male
          Female
          Student Attitudes
          Faculty Attitudes
          Students with Disabilities
          Child
          Child: 6-12 years
          Male
          Female
      ab: 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.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
    refInfo:
    holdings:
      @attributes:
        islocal: N