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Using Modified Schema-Based Instruction with Technology-Based Supports to Teach Data Analysis.

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Title: Using Modified Schema-Based Instruction with Technology-Based Supports to Teach Data Analysis.
Authors: Root, Jenny R.1 jrroot@fsu.edu, Cox, Sarah K.1, Gonzalez, Stephanie2
Source: Research & Practice for Persons with Severe Disabilities. Mar2019, Vol. 44 Issue 1, p53-68. 16p.
Subject Terms: *Education of people with intellectual disabilities, *Problem solving, *School children, *Teaching methods, *Children, Mathematics, People with intellectual disabilities, Portable computers
Abstract: 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 with extensive support needs (i.e., autism and intellectual disability) to solve math word problems requiring analysis of scaled pictographs through modified schema-based instruction on an iPad. Results of the single-case multiple probe across participants design found a functional relation between the iPad-based math intervention and math problem solving, with a large effect size (Tau-U = .96) confirming visual analysis. In addition, participants were able to generalize problem-solving skills when they were presented with data analysis problems from grade-level social studies textbooks and visual supports were faded. Implications for practice and future research in teaching mathematics to learners with extensive support needs are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Using Modified Schema-Based Instruction with Technology-Based Supports to Teach Data Analysis.
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  Data: <searchLink fieldCode="JN" term="%22Research+%26+Practice+for+Persons+with+Severe+Disabilities%22">Research & Practice for Persons with Severe Disabilities</searchLink>. Mar2019, Vol. 44 Issue 1, p53-68. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Education+of+people+with+intellectual+disabilities%22">Education of people with intellectual disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22People+with+intellectual+disabilities%22">People with intellectual disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Portable+computers%22">Portable computers</searchLink>
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  Data: 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 with extensive support needs (i.e., autism and intellectual disability) to solve math word problems requiring analysis of scaled pictographs through modified schema-based instruction on an iPad. Results of the single-case multiple probe across participants design found a functional relation between the iPad-based math intervention and math problem solving, with a large effect size (Tau-U = .96) confirming visual analysis. In addition, participants were able to generalize problem-solving skills when they were presented with data analysis problems from grade-level social studies textbooks and visual supports were faded. Implications for practice and future research in teaching mathematics to learners with extensive support needs are discussed. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/1540796919833915
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        Text: English
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      – TitleFull: Using Modified Schema-Based Instruction with Technology-Based Supports to Teach Data Analysis.
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              Text: Mar2019
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