What's the Tip? Using a Schematic Diagram to Support Life Skills Math.
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| 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185791307 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185791307 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/215416472506000206 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 189 Subjects: – SubjectFull: Students with disabilities Type: general – SubjectFull: Middle school students Type: general – SubjectFull: Research personnel Type: general – SubjectFull: Developmental disabilities Type: general – SubjectFull: Life skills Type: general – SubjectFull: Middle school education Type: general Titles: – TitleFull: What's the Tip? Using a Schematic Diagram to Support Life Skills Math. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bouck, Emily C. – PersonEntity: Name: NameFull: Cox, Sarah K. – PersonEntity: Name: NameFull: Jakubow, Larissa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 21541647 Numbering: – Type: volume Value: 60 – Type: issue Value: 2 Titles: – TitleFull: Education & Training in Autism & Developmental Disabilities Type: main |
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