The purpose of this review was to examine the body research on teaching mathematics students with moderate and severe developmental disability that has been published since 2005, reflecting changes in both academic expectations for population design standards evidence-based practice (EBP) era. We examined mathematical skills from 2005–2016 found 36 studies (33 single-case three group-experimental studies), updating Browder, Spooner, Ahlgrim-Delzell, Harris, Wakeman analysis. Of included...

The current study evaluated the effects of modified schema-based instruction on mathematical word problem solving skills three elementary students with autism spectrum disorders and moderate intellectual disability. Participants learned to solve compare type themes that related their interests daily experiences. In addition, researchers compared concrete virtual manipulatives within treatment package. Results multiple probes across participants an embedded alternating treatments design...

There is a need to teach the pivotal skill of mathematical problem solving students with severe disabilities, moving beyond basic skills like computation higher level thinking skills. Problem emphasized as Standard for Mathematical Practice in Common Core State Standards across grade levels. This article describes conceptual model teaching disabilities based on research from multiyear project. The proposed incorporates schema-based instruction combined evidence-based practices academics this...

This study evaluated an intervention developed through Institute of Education Sciences-funded Goal 2 research project to teach students with moderate intellectual disability (moderate ID) solve addition and subtraction word problems. The involved modified schema-based instruction that embedded effective practices (e.g., pictorial task analysis, graphic organizers, systematic prompting feedback) for teaching mathematics skills ID. dependent variables included steps performed correctly on a...

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...

This study investigated the effects of a modified system least prompts and an electronic story-mapping intervention for elementary students with autism spectrum disorder. Participants were first taught to identify story element definitions using constant time delay. then listened age-appropriate narrative texts problem–solution structure, completed map, orally answered questions related elements. If unable complete map or answer questions, was used that redirected use provided supports...

Demonstrating comprehension of text is a complex skill that an area difficulty for many students with autism spectrum disorder (ASD). Shared story reading intervention has history effectiveness in teaching literacy skills to extensive support needs. This study used multiple probe across participants design evaluate the effects shared using e-texts and embedded prompting on vocabulary grade-aligned narrative texts by elementary ASD who were also English-language learners. Outcomes indicate...

Problem solving is an important yet neglected mathematical skill for students with autism spectrum disorder and intellectual disability (ASD/ID). In addition, the terminology vocabulary used in tasks may be unfamiliar to ASD/ID. The current study evaluated effects of modified schema-based instruction (SBI) on algebra problem skills three middle school Mathematics terms were taught using constant time delay. Participants then how use iPad that displayed a task analysis embedded prompts...

The ability to solve mathematical problems related purchasing and personal finance is important in promoting skill generalization increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on problem solving skills, an item sale or leaving tip, using calculator iDevice (i.e., iPhone iPad) three middle school students diagnosed ID....

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...

Students with disabilities experience differential levels of achievement in mathematics when compared their nondisabled peers. Identifying and implementing evidence-based practices (EBPs) is essential to increase achievement. However, an argument re-emerging that calls into question the effectiveness well-known EBPs, such as explicit/direct instruction. This based on opinion conjecture, rather than student outcome measures. In this commentary, we use research explicit direct instruction (a)...

This introduction to the special issue on mixed methods research examines guest editor perspectives culture in education and broader ecosystem of research. Articles included are used illustrate how core methodological features application a flexible metaparadigm enables enhance quality depth findings. Given that researcher’s role as instrument is pronounced research, we argue for reflexivity explicit reporting researcher backgrounds shape questions they ask, use answer them, lenses through...

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...

This study reports findings of a systematic replication and as such sought to evaluate effects an early numeracy curriculum on number sense attainment for Kindergarten students with autism. Through daily 15-min story-based math lessons embedded instruction delivered by their classroom teacher, participants learned compare sets, identify work patterns, use standard nonstandard measurement, calendar skills. Results indicate functional relation between the intervention sense, were able...

Task analysis is an evidence-based practice that promotes independence and instruction in inclusive settings. Although task has extensive history the field of special education, recent research extends application to both teachers students, a pro-active approach, self-monitoring. When students with support needs are provided tools self-monitor self-prompt their academic increases. This article provides guidance for practitioners as they develop during assessment within classroom setting....

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...

Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options the community can complement acquisition of daily living skills. However, high school teachers face many challenges balancing instructional priorities given mission ensure all are college career ready. This article describes methods for designing instruction is relevant, meaningful, addresses multiple during disabilities.