Schema-based instruction (SBI) was used to teach nine middle school students with high-incidence disabilities (HID) to solve proportional reasoning word problems. A multiple-baseline-across-groups design was used to determine student understanding of the SBI process. The design consisted of three phases including baseline, SBI process, and maintenance. Training of the SBI process with worked problems occurred between baseline and SBI process. Students’ performance was measured using a five-category rubric, under two conditions: solving problems with and without calculator use. Results indicated that all groups improved problem-solving performance and maintained improvement 4 weeks after instruction. Implications for revising the rubric’s mastery criteria and future research are described.

中文翻译：

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高发病率中学生的比例推理单词问题表现

基于图式的教学（SBI）被用来教9名高发性残疾（HID）的中学生解决比例推理单词问题。跨群体的多基线设计用于确定学生对SBI过程的理解。设计包括三个阶段，包括基线，SBI过程和维护。在基线和SBI流程之间进行了SBI流程的工作问题培训。在以下两个条件下，使用五类指标衡量学生的表现：解决使用和不使用计算器的问题。结果表明，所有组改善了解决问题的能力，并在教学后4周保持了改善。描述了修订专栏的掌握标准和未来研究的含义。