Modified Schema-Based Instruction to Encourage Mathematical Practice Use for a Student with Autism Spectrum Disorder.
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| Title: | Modified Schema-Based Instruction to Encourage Mathematical Practice Use for a Student with Autism Spectrum Disorder. |
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| Authors: | Cox, Sarah K.1 scox21@emich.edu, Root, Jenny R.2, Goetz, Kiersten2, Taylor, Kaley2 |
| Source: | Education & Training in Autism & Developmental Disabilities. Jun2021, Vol. 56 Issue 2, p190-204. 15p. |
| Subject Terms: | *Autism spectrum disorders, *Mathematics students, *Middle school students, *Middle school education, *Communicative disorders, *Mathematical ability, *Social skills education |
| Abstract: | Mathematics education highlights the importance of helping students understand mathematical content and the ability to think critically about mathematics. Mathematical practice standards outline expectations for engaging students in meaningful mathematics activities to encourage a deep understanding of mathematical concepts and content. For some students, however, engagement in mathematical practices may not come naturally, and therefore will need to be explicitly taught. Students with autism spectrum disorder have communication and executive functioning deficits that are likely to decrease their engagement in mathematical practices. A multiple probe across behaviors single-case design was used to investigate the effectiveness of a modified schema-based instructional (MSBI) strategy on the use of mathematical practices of a middle school student with autism spectrum disorder (ASD). The student was taught to solve equal group, proportional, and percent of change word problems using MSBI. Results provide evidence of a functional relation between MSBI and mathematical practices with three demonstrations of an effect. Results from social validity questionnaires also support the importance of the skills taught, along with an observed behavioral change for the student during mathematics instruction in his classroom setting. Implications for teaching and future research are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities 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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