Abstract

Many students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. Schema-based instruction (SBI) is identified as a promising practice for students with a SLD. The current projects aimed to tests the efficacy of SBI implemented by a teacher under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we measured student problem solving performance on word problems requiring two-steps. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance on one-step word problems. However, the magnitude of change and consistency in performance varied across participants. Student performance on two-step word problems embedded within one structure and combined structures was low. The NAP, Tau, LRR_i, and BC-SMD effect sizes were used to quantify effects. Implications are discussed in regard to systematic replication and conditions that may impact fidelity.

摘要

许多被认定有特定学习障碍 (SLD) 的学生在解决数学问题时遇到困难。基于模式的教学 (SBI) 被认为是 SLD 学生的一种有前途的实践。目前的项目旨在测试教师在常规条件下实施的 SBI 的有效性。这通过 (a) 使用教师作为实施者，(b) 允许干预协议的灵活性，(c) 缩短干预会话的持续时间，以及 (d) 在小组环境中提供指导来扩展先前的文献。此外，我们还测量了学生在需要两个步骤的单词问题上解决问题的能力。我们在三组五年级参与者 ( n = 7) 在资源室环境中接受补充指导。结果表明，SBI 与一步单词问题的问题解决能力之间存在函数关系。然而，参与者的绩效变化幅度和一致性各不相同。学生在嵌入一种结构和组合结构的两步单词问题上的表现很低。NAP、Tau、LRR _i和 BC-SMD 效应大小用于量化效应。讨论了可能影响保真度的系统复制和条件的影响。