What's the Tip? Using a Schematic Diagram to Support Life Skills Math.

Saved in:

Bibliographic Details
Title:	What's the Tip? Using a Schematic Diagram to Support Life Skills Math.
Authors:	Bouck, Emily C.¹, Cox, Sarah K.¹, Jakubow, Larissa¹
Source:	Education & Training in Autism & Developmental Disabilities. Jun2025, Vol. 60 Issue 2, p189-203. 15p.
Subject Terms:	Students with disabilities, Middle school students, Research personnel, Developmental disabilities, Life skills, Middle school education
Abstract:	Researchers have repeatedly found schematic diagrams, both as part of Modified Schema Based Instruction and outside of this problem-solving approach, effective for teaching students with disabilities, including intellectual and developmental disabilities (IDD), to solve math word problems. The current study was a systematic replication of Bouck, Long, et al. (2021) research examining students with disabilities finding the total bill inclusive of tip. This conceptual replication examined the impact of systematic changes to the previous intervention materials (i.e., color-coded schematic diagram) on student progression through the learning stages in trained and unfamiliar (i.e., simulated) experiences. In this single case design study, researchers examined three middle school students' ability to accurately and independently calculate the total bill, with tip, using a color-coded schematic diagram and taught via the system of least prompts and explicit instruction. The researchers found two main results: (a) like previous results, the intervention package was effective with regards to students acquiring and maintaining independent and accurate responses; and (b) extending previous findings, the revised intervention was efficient (i.e., required fewer sessions) and supported student generalization during real-world simulations. [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

Description
Abstract:	Researchers have repeatedly found schematic diagrams, both as part of Modified Schema Based Instruction and outside of this problem-solving approach, effective for teaching students with disabilities, including intellectual and developmental disabilities (IDD), to solve math word problems. The current study was a systematic replication of Bouck, Long, et al. (2021) research examining students with disabilities finding the total bill inclusive of tip. This conceptual replication examined the impact of systematic changes to the previous intervention materials (i.e., color-coded schematic diagram) on student progression through the learning stages in trained and unfamiliar (i.e., simulated) experiences. In this single case design study, researchers examined three middle school students' ability to accurately and independently calculate the total bill, with tip, using a color-coded schematic diagram and taught via the system of least prompts and explicit instruction. The researchers found two main results: (a) like previous results, the intervention package was effective with regards to students acquiring and maintaining independent and accurate responses; and (b) extending previous findings, the revised intervention was efficient (i.e., required fewer sessions) and supported student generalization during real-world simulations. [ABSTRACT FROM AUTHOR]
ISSN:	21541647
DOI:	10.1177/215416472506000206