Data analysis inherently requires problem solving, yet it is the most understudied mathematical skill for individuals with extensive support needs. The current study taught elementary students with extensive support needs (i.e., autism and intellectual disability) to solve math word problems requiring analysis of scaled pictographs through modified schema-based instruction on an iPad. Results of the single-case multiple probe across participants design found a functional relation between the iPad-based math intervention and math problem solving, with a large effect size (Tau-U = .96) confirming visual analysis. In addition, participants were able to generalize problem-solving skills when they were presented with data analysis problems from grade-level social studies textbooks and visual supports were faded. Implications for practice and future research in teaching mathematics to learners with extensive support needs are discussed.

中文翻译：

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使用改进的基于模式的指令和基于技术的支持来教授数据分析

数据分析本质上需要解决问题，但对于有广泛支持需求的个人来说，它是研究最少的数学技能。目前的研究教会了有广泛支持需求（即自闭症和智力障碍）的小学生解决需要分析缩放象形文字的数学问题，方法是在 iPad 上通过修改后的基于模式的教学。跨参与者设计的单案例多调查结果发现基于 iPad 的数学干预和数学问题解决之间存在函数关系，大效应量 (Tau-U = .96) 证实了视觉分析。此外，当参与者遇到来自年级社会研究教科书的数据分析问题并且视觉支持消失时，他们能够概括解决问题的技能。