Instruction targeting the underlying math problem structure is identified as an evidence-based practice for students with a specific learning disability (SLD). Furthermore, schema-based instruction is identified as a potentially evidence-based practice for students with a SLD. This study extended prior work by (a) using a teacher as the implementer, (b) evaluating the efficacy of an adaptable intervention, and (c) evaluating student performance on generalized and combined schema structure problems. The participants included 12 fourth- and fifth-grade students with a disability and receiving supplemental mathematics instruction in a resource room setting. The intervention package consisted of a problem-solving mnemonic and schema-based instruction for mathematics. A multiple-probe design across participant groups was used to establish a functional relation. Students improved performance on word problems representing simple, generalized, and combined schema structures. The aggregated Tau-U effect size (ES) for this study was 95% (CI90 [83%, 100%]) and the aggregated between-case standardized mean difference (BC-SMD) was 3.05 (CI95 [2.54, 3.60]).

中文翻译：

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基于模式的指令对立即，广义和组合结构化单词问题的影响

针对具有特定学习障碍（SLD）的学生，针对基本数学问题结构的教学被确定为基于证据的练习。此外，对于有SLD的学生，基于模式的指导被认为是一种潜在的基于证据的实践。这项研究通过以下方式扩展了以前的工作：（a）以教师为实施者，（b）评估适应性干预的效果，以及（c）评估学生在广义和组合式架构结构问题上的表现。参与者包括12名四年级和五年级的残疾学生，并在资源室中接受补充数学指导。干预包包括一个解决问题的助记符和基于模式的数学指导。跨参与者组的多探针设计用于建立功能关系。学生提高了在表示简单，通用和组合模式结构的单词问题上的表现。这项研究的总Tau-U效应量（ES）为95％（CI90 [83％，100％]），个案间标准化平均差异（BC-SMD）为3.05（CI95 [2.54，3.60]） 。