ABSTRACT

Instruction geared toward priming the underlying problem structures was suggested as an evidence-based practice for students with a learning disability. Schema-based instruction is one intervention aligned with this principle. We extended prior work by (a) using a teacher as the implementer, (b) providing teacher flexibility in intervention implementation, and (c) examining student performance for generalized and combined problem structures. The participants included fourth-grade students (n = 5) identified with a disability who received supplementary mathematics instruction in a resource room setting. The independent variable was schema-based instruction and the dependent variable was mathematical problem-solving performance. To evaluate if a functional relation existed, a multiple-probe design across participants was used. A functional relation was established; however, student performance did not reach socially significant levels. The aggregated Tau-U effect size was 81% [CI₉₀ 61, 100%] and the aggregated BC-SMD was 1.72 [CI₉₅ 1.00, 2.49]. Implications for research and practice will be discussed in regard to implementation fidelity and dosage of remedial instruction.

摘要

对于有学习障碍的学生，建议采用针对基础问题结构的指导作为循证实践。基于模式的指令是与该原理一致的一种干预。我们通过（a）使用教师作为实施者来扩展先前的工作，（b）在干预实施中为教师提供灵活性，以及​​（c）检查学生对通用和组合问题结构的表现。参与者包括四年级学生（n= 5）识别出在资源室中接受过补充数学指导的残障人士。自变量是基于模式的指令，因变量是数学解决问题的能力。为了评估功能关系是否存在，使用了跨参与者的多探针设计。建立了功能关系；但是，学生的表现并没有达到社会上重要的水平。总计的Tau-U效应大小为81％[CI ₉₀ 61，100％]，总计的BC-SMD为1.72 [CI ₉₅ 1.00，2.49]。将就实施的保真度和辅导的剂量讨论对研究和实践的影响。