Replication research provides evidence to establish, refute, or support evidence-based practices. Systematic replications are also necessary to determine “what works for whom when.” The purpose of this study was to conduct a conceptual systematic replication to evaluate the effectiveness of a multicomponent treatment package on multiplicative problem solving for middle school students with extensive support needs. Using a modified schema-based instructional strategy, three participants were taught to solve percent of change problems contextualized in real-world scenarios and a purchasing strategy (i.e., next-dollar strategy) to help them determine how much money was needed to pay for services/products. In addition, goal-setting and self-graphing activities supported development of self-determination skills. Findings from the multiple probe across participant design demonstrate a functional relation between the intervention and independent problem-solving behaviors of all three participants. Students also generalized problem-solving behaviors when presented with real-world stimuli of coupons and receipts. Implications for practice and future research are discussed.

中文翻译：

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针对有广泛支持需求的中学生的情境化数学解题教学：系统复制

复制研究为建立、反驳或支持循证实践提供证据。系统复制对于确定“什么时候对谁有效”也是必要的。本研究的目的是进行概念性系统复制，以评估多组分治疗包对具有广泛支持需求的中学生的乘法问题解决的有效性。使用修改后的基于模式的教学策略，三名参与者被教导解决现实世界情景中情境化的变化问题的百分比和购买策略（即下一美元策略），以帮助他们确定需要多少钱来支付服务费用/产品。此外，目标设定和自我描绘活动支持自决技能的发展。跨参与者设计的多重探索的结果证明了所有三个参与者的干预和独立解决问题的行为之间的功能关系。当面对现实世界的优惠券和收据刺激时，学生们还概括了解决问题的行为。讨论了对实践和未来研究的影响。