Using modified schema-based instruction to teach problem-solving to students with autism and language impairments: a single case design study.
This study evaluates the effect of modified schema-based instruction to teach additive group problem-solving abilities to four students (aged between 11 and 16 years) with autism spectrum disorder and language impairments. The intervention was specifically designed to address language difficulties a...
| Publicado en: | International Journal of Developmental Disabilities Vol. 72; no. 5; pp. 960 - 972 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Aug2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=195656538&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 195656538 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Aug2026 vid: 72 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 195656538 178041841 195656538 195656538 10.1080/20473869.2024.2369741 195656538 ppf: 960 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Using modified schema-based instruction to teach problem-solving to students with autism and language impairments: a single case design study. aug: au: Fernández-Cobos, Raúl Polo-Blanco, Irene affil: Departamento de Matemáticas, Estadística y Computación, Facultad de Ciencias, Universidad de Cantabria, Santander, Spain sug: subj: Autism Spectrum Disorder Language Disorders Students with Disabilities Education Teaching Methods Mathematics Education Problem Solving Education Skill Acquisition Education Learning Environment Outcomes of Education Human Child Adolescence Male Female Spain Funding Source Children with Disabilities Education Pretest-Posttest Control Group Design Vocabulary Evaluation Scales Descriptive Statistics Cognition Evaluation Interrater Reliability Speech Therapy Child: 6-12 years Adolescent: 13-18 years Male Female ab: This study evaluates the effect of modified schema-based instruction to teach additive group problem-solving abilities to four students (aged between 11 and 16 years) with autism spectrum disorder and language impairments. The intervention was specifically designed to address language difficulties and to promote the participants' independence by implementing a progressive withdrawal of supports. Results from a multiple-probe design across participants showed evidence of a functional relation between the intervention and the improvement of the participants' problem-solving abilities. All four participants improved their performance with respect to baseline. Three of them acquired problem-solving skills in both addition and subtraction problems, with the acquisition of subtraction skills being less evident for one of them. These three participants generalized their abilities in their regular classroom setting, and also to solving two-step addition problems. Two participants were assessed post-intervention, confirming skill maintenance at three and four weeks, respectively. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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