Development of Mathematics and Self-Determination Skills for Young Adults With Extensive Support Needs

Abstract

The purpose of this study was to support the development of mathematics and self-determination skills of young adults with extensive support needs. Mathematical problem solving is a natural context for teaching two component skills of self-determination: self-monitoring and goal setting. Three young adults with extensive support needs (i.e., autism and intellectual disability) were taught to solve real-world thematic word problems using modified schema-based instruction (MSBI). To build self-determination skills, participants self-monitored completion of problem-solving steps using a task analysis, self-graphed steps completed independently correct and then set goals for subsequent sessions. Generalization was measured within the context of scaling ingredients from a recipe without instructional supports of a task analysis or graphic organizer. Results of the multiple probe across participants design indicate a functional relation between MSBI and steps of problem solving completed independently correct. Implications for practice and research are discussed.

A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems

“…All 11 studies were conducted in public schools. One study (Gilley et al, 2020) took place in a specialized setting on a community college campus for students aged 18 to 22 which was an extension of the local public school district. All students received the majority of their academic instruction (i.e., more than 80% of the day) in a self-contained special education classroom.…”

“…The intervention took place in the special education classroom in 27% ( n = 3; Brosh, 2018; Browder et al, 2018; Saunders, 2014) of studies. The remaining seven studies took place in alternate separate settings (e.g., hallway, empty classroom; Gilley et al, 2020; Ley Davis, 2016; Root & Browder, 2019; Root et al, 2018, 2019, 2020; Root, Browder, et al, 2017; Root, Saunders, et al, 2017). No studies took place in the general education classroom or community.…”

“…The researcher was the change agent in 82% of studies ( n = 9; Brosh, 2018; Gilley et al, 2020; Root & Browder, 2019; Root et al, 2018, 2019, 2020; Root, Browder, et al, 2017; Root, Saunders, et al, 2017; Saunders, 2014). A classroom teacher implemented the intervention in only one study (Browder et al, 2018).…”

“…Seven research teams targeted additive schemas (Brosh, 2018; Browder et al, 2018; Ley Davis, 2016; Root & Browder, 2019; Root, Browder, et al, 2017; Root, Saunders, et al, 2017; Saunders, 2014). The remaining four teams targeted multiplicative schemas (Gilley et al, 2020; Root et al, 2018, 2019, 2020). Four research teams (Root & Browder, 2019; Root et al, 2018, 2019; Root, Browder, et al, 2017) reported alignment of the targeted mathematical skills to state standards.…”

“…All studies took place in the Southeast region of the United States. In addition, of the 11 studies, one researcher (i.e., Root) was a member of the research team for eight manuscripts (Browder et al, 2018; Gilley et al, 2020; Root & Browder, 2019; Root et al, 2018, 2019, 2020; Root, Browder, et al, 2017; Root, Saunders, et al, 2017). Spooner was a member of the research team for the remaining three studies, all of which were dissertations, in addition to participating in two of the studies with Root (Brosh, 2018; Browder et al, 2018; Ley Davis, 2016; Root, Saunders et al, 2017; Saunders, 2014).…”