A5079328357- Behavioral and Psychological Studies
- Cognitive and developmental aspects of mathematical skills
- Autism Spectrum Disorder Research
- Disability Education and Employment
- Mathematics Education and Teaching Techniques
- Family and Disability Support Research
- Genomic variations and chromosomal abnormalities
- Congenital Anomalies and Fetal Surgery
- Child and Animal Learning Development
- Innovative Teaching and Learning Methods
- Child Therapy and Development
- Metabolism and Genetic Disorders
- Genetics and Neurodevelopmental Disorders
- Mathematics Education and Pedagogy
- Congenital heart defects research
- Child Development and Education
- Biochemical and Molecular Research
- Hyperglycemia and glycemic control in critically ill and hospitalized patients
- Spinal Dysraphism and Malformations
- Assistive Technology in Communication and Mobility
- Interprofessional Education and Collaboration
- Reading and Literacy Development
- Social Work Education and Practice
- Counseling Practices and Supervision
- Inclusion and Disability in Education and Sport
Michigan State University
2023-2024
Eastern Michigan University
2020-2022
Florida State University
2018-2020
Center for Autism and Related Disorders
2019
University of North Carolina at Charlotte
2018
Arizona Oncology
2011
Hematology Oncology Associates
2011
St. Joseph Hospital
2010
St. Joseph's Hospital and Medical Center
2009
The Common Core State Standards in Mathematics outline both the content and practices students must engage at each grade level to become mathematically proficient. Mathematical processes include problem solving, reasoning proof, communication, procedural fluency, which includes flexible thinking. purpose of this study was evaluate effectiveness modified schema-based instruction (MSBI) on acquisition maintenance math by middle school with autism spectrum disorder (ASD). Two ASD learned solve...
The purpose of this study was to evaluate the effect a mathematics intervention that utilized Universal Design for Learning (UDL) framework on mathematical problem solving skills three middle school students with extensive support needs (ESN). Participants were taught solve percent change word problems related personal finance (calculating final price after leaving tip or purchasing discounted item). Visual analysis multiple probe across participants design indicated functional relation...
Abstract The purpose of this study was to evaluate the effect a multicomponent mathematics intervention (modified schema-based instruction, video anchors, and goal setting with self-graphing) on mathematical problem-solving skills secondary students intellectual developmental disabilities. Three participants were taught solve percent change word problems, which involved calculating discounted price an item or activity after using coupon then determining whether they had enough money make...
Data analysis inherently requires problem solving, yet it is the most understudied mathematical skill for individuals with extensive support needs. The current study taught elementary students needs (i.e., autism and intellectual disability) to solve math word problems requiring of scaled pictographs through modified schema-based instruction on an iPad. Results single-case multiple probe across participants design found a functional relation between iPad-based intervention large effect size...
Young adults with autism spectrum disorder (ASD) need both academic and social skills required to apply acquired knowledge in real-world settings. This study evaluated the effects of a multicomponent intervention incorporating Modified Schema-Based Instruction (MSBI) video-based instruction delivered via augmented reality (AR) teach mathematical problem-solving needed execute personal finance tasks community. Participants were four 21-year-old young ASD enrolled public school transition...
Replication research provides evidence to establish, refute, or support evidence-based practices. Systematic replications are also necessary determine “what works for whom when.” The purpose of this study was conduct a conceptual systematic replication evaluate the effectiveness multicomponent treatment package on multiplicative problem solving middle school students with extensive needs. Using modified schema-based instructional strategy, three participants were taught solve percent change...
The purpose of this study was to support the development mathematics and self-determination skills young adults with extensive needs. Mathematical problem solving is a natural context for teaching two component self-determination: self-monitoring goal setting. Three needs (i.e., autism intellectual disability) were taught solve real-world thematic word problems using modified schema-based instruction (MSBI). To build skills, participants self-monitored completion problem-solving steps task...
A growing body of literature supports the effectiveness Modified Schema-Based Instruction (MSBI) to improve mathematical problem-solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches identify problem structure use a heuristic solve word problems. Previous research has primarily implemented in one-on-one setting researcher as interventionist. This study aimed investigate effects teacher-delivered small group...
Abstract Purchasing skills are important for students with disabilities, including those support needs, to access their community and future employment opportunities independently. However, making purchasing money decisions can involve a variety of mathematics like rounding, estimation, price comparison. Schematic diagrams schema‐based instruction researcher‐supported interventions used disabilities in solving word problems related other skills. Researchers this study explored the use...
Abstract Students with autism spectrum disorder (ASD) are included in the general education classroom more often than ever before. Despite mathematical strengths and early success, these students experience poor outcomes (academic employment) compared to their typically developing peers. The language of mathematics increases complexity, use, expectations as age. To facilitate development proficiency for ASD, teachers can incorporate instructional strategies support processing use...
Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to are often attributed cognition including Theory of Mind (ToM) and not only interfere the ability attain maintain relationships but can also hinder academic performance. Educators responsible accountable improving performance children ASD because this emphasis on instruction, interventions that address ToM may be overlooked in classroom settings. Yet, influence...
The Common Core State Standards for Mathematics highlight the importance of not only content standards mathematics but also mathematical practices such as communication, representation, and reasoning, skills that are often difficult students with autism spectrum disorder (ASD). Through a single-case multiple-probe-across-participants design, this study found modified schema-based instruction (MSBI) to be an effective strategy increase use middle school ASD when solving multiplicative word...
Word problem solving is the premise for students to generalize their skills real world problems. This includes with autism spectrum disorder (ASD) and intellectual disability (ID). Modified Schema-based Instruction (MSBI) one strategy that research has shown effective teaching ASD/ID acquire skills. The key word an ineffective solve, especially since problems in everyday life do not contain words. article provided a practitioner friendly 7-step implementing MSBI learners who have
The Pandemic has required teachers to find ways provide high-quality instruction in a virtual format. Video-based (VBI) is version of technology-aided that been effectively used classrooms improve mathematical outcomes for students with disabilities. This manuscript describes how special education teacher can utilized VBI through free online platforms (i.e., SeeSaw, Loom) implement problem solving instructional strategy (modified schema-based instruction; MSBI) autism spectrum disorder (ASD)...
There is a growing body of evidence on the effectiveness modified schema-based instruction (MSBI) for teaching word problem-solving alongside other important skills, such as self-determination and mathematical discourse reasoning. Yet majority studies have not been conducted in naturalistic instructional arrangements. We report single-case design quantitative data from mixed methods study that sought to evaluate social validity peer-delivered MSBI with high school students who were engaged...
Replications provide credibility by demonstrating under what conditions experimental findings can be repeated, the premise behind evidence-based practices. in single-case research also investigate generalization of across groups. For groups with high variability, such as individuals autism, assumptions generalizability should based on learners who are similar critical ways. The purpose this study was to use Coyne et al.'s framework for replication and next generation guidelines extend...
Mathematical flexibility is thought to be a critical component of mathematical proficiency, and the term "mathematical flexibility" has been used by teachers, researchers, policy makers for more than 2 decades. Although there seems consensus on importance as construct, way it defined described inconsistent. Without clear consistent definition flexibility, impossible develop accurate measures construct or improve instructional strategies promote its use. Therefore, this systematic literature...