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Effects of Modified Schema-Based Instruction on Addition and Subtraction Word Problem Solving of Students with Autism Spectrum Disorder and Intellectual Disability

Buncher, Amanda G
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1562922776447393

Abstract Details

2019, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
According to the United States Department of Education, students diagnosed with an autism spectrum disorder (ASD) make up approximately 7.6% of students with disabilities in the U.S and are being educated within the general education classroom at an increasing rate, requiring educators to modify their current practices to meet the needs of this continually growing population. Impairments in executive functioning central coherence, metacognition, and attention often create barriers for students with ASD in regards to their academic achievement. Mathematics word problem solving is an area of academic concern for students with ASD, requiring planning and organization (executive functioning) and metacognitive monitoring skills which are often lacking in students with ASD. The majority of strategies for this population target computational skills and math fluency with very few addressing word problem solving. One promising intervention that has been used recently with this population of students is schema-based instruction (SBI). The purpose of this study was to examine the effectiveness of using SBI to teach word problem solving to students with ASD in the classroom setting. Intervention effectiveness was analyzed and discussed in addition to educational implications and recommendations for future research.
Casey Hord, Ph.D. (Committee Chair)
Anna Dejarnette, Ph.D. (Committee Member)
Heidi Kloos, Ph.D. (Committee Member)
151 p.
Special Education
schema-based instruction; autism spectrum disorder; mathematics; word problem solving

Recommended Citations

Citations

  • Buncher, A. G. (2019). Effects of Modified Schema-Based Instruction on Addition and Subtraction Word Problem Solving of Students with Autism Spectrum Disorder and Intellectual Disability [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1562922776447393

    APA Style (7th edition)

  • Buncher, Amanda. Effects of Modified Schema-Based Instruction on Addition and Subtraction Word Problem Solving of Students with Autism Spectrum Disorder and Intellectual Disability. 2019. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1562922776447393.

    MLA Style (8th edition)

  • Buncher, Amanda. "Effects of Modified Schema-Based Instruction on Addition and Subtraction Word Problem Solving of Students with Autism Spectrum Disorder and Intellectual Disability." Doctoral dissertation, University of Cincinnati, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1562922776447393

    Chicago Manual of Style (17th edition)

ucin1562922776447393
340
© 2019, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.