Schema-based instruction to teach aditive problem solving to students with autism: a single case study
DOI:
https://doi.org/10.5377/ryr.v53i53.10898Keywords:
Autism spectrum disorder, addition and subtraction word problems, Schema-Based InstructionAbstract
In this study, the effectiveness of a SBI instructional approach to improve the mathematical word-problemsolving performance of one student diagnosed with autism spectrum disorder was examined. An intervention adapted to the educational needs of the student was implemented. The student improved his performance when solving addition and subtraction change word problems with the unknown in the three quantities (initial, change and final amount) in two aspects: identifying the arithmetic operation needed to solve the problem and providing the correct numerical answer to the problem. The student replaced his initial informal strategies by additive numerical facts. The effects of the instruction were generalized to two-step addition and subtraction word problems. The results were maintained four weeks after instruction.
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Instituto de Ciencia, Tecnología e Innovación (ICTI)
Reality and Reflection
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