Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners

Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul

doi:10.1177/0014402914563702

Cited by 44 publications

(47 citation statements)

References 66 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The checking-off task further afforded students opportunities to be self-independent when solving a word problem. The graphic organizer and student self-instruction sheet facilitated the conceptual understanding of the action from the word problem as well as the procedures to follow with the manipulatives in order to arrive at the solution similar to the way a mnemonic has been used in prior SBI research (Jitendra & Hoff, 1996;Powell et al, 2015;Rockwell et al, 2011). The use of schematic diagrams (e.g., graphic organizer) that represents the action of the problem is essential to SBI (Jitendra & Hoff, 1996).…”

Section: Discussionmentioning

confidence: 99%

Schema-Based Instruction With Concrete and Virtual Manipulatives to Teach Problem Solving to Students With Autism

Root

Browder

Saunders

et al. 2016

Remedial and Special Education

View full text Add to dashboard Cite

ArticleMost mathematics educators would identify problem solving as the cornerstone of mathematical learning (National Council of Teachers of Mathematics [NCTM], 2000). Teaching problem solving allows students to learn when and why, not just how, to apply these skills. Students typically learn problem solving through the use of word problems. Fuchs et al. (2008) note that word problems can be a source of difficulty for many students because these problems require not only calculation, but also comprehension of linguistic information.According to Mayer's (1985) model of problem solving, there are four sequential phases to solving a mathematical word problem, including problem translation, problem integration, solution planning, and solution execution. Each phase requires different cognitive skills for successful completion. At the problem translation phase, semantic language skills construct meaning from the problem for which a student must be able to determine "what is happening" to identify known and unknown information. The problem integration phase requires selection of integral parts of the problem (e.g., known and unknown amounts) and translating them to a mathematical structure (e.g., number sentence in equation format). Once the student has a mathematical understanding of the problem, he or she needs to devise a plan for finding the solution. The solution planning and execution phases involve choosing the correct operations and carrying out those computations to arrive at a correct answer. Because problem solving is innately a chained task of discrete behaviors, each phase of problem solving is dependent upon successful completion of the previous phase in order to yield correct execution and ultimate arrival at a correct answer (Jitendra, Griffin, Deatline-Buchman, & Sczesniak, 2007).The challenge of teaching word problem solving to students with developmental disabilities like autism spectrum disorders (ASD) and intellectual disability (ID) is twofold. First, there is a lack of research on instructional strategies for teaching word problem solving to individuals with ASD and ID. Browder, Spooner, Ahlgrim-Delzell, Harris, and Wakeman (2008) conducted a meta-analysis to determine effective practices for teaching mathematical standards to students with moderate or severe developmental disabilities 643592R ASXXX10.1177/0741932516643592Remedial and Special EducationRoot et al. research-article2016 AbstractThe current study evaluated the effects of modified schema-based instruction on the mathematical word problem solving skills of three elementary students with autism spectrum disorders and moderate intellectual disability. Participants learned to solve compare problem type with themes that related to their interests and daily experiences. In addition, researchers compared the effects of concrete and virtual manipulatives within the treatment package. Results of the multiple probes across participants with an embedded alternating treatments design showed a functional relation between modified schemabased instr...

show abstract

Section: Discussionmentioning

confidence: 99%

Schema-Based Instruction With Concrete and Virtual Manipulatives to Teach Problem Solving to Students With Autism

Root

Browder

Saunders

et al. 2016

Remedial and Special Education

View full text Add to dashboard Cite

show abstract

“…This context is important because a multi-tier framework assumes that whole-class intervention, as well as small-group tutoring, are strong. In the present study, this was the case for children with MD (Powell et al, 2015) and for the general population (Fuchs, Powell, et al, 2014). In the present study, we focused on a subset of children with MD who received both instructional tiers.…”

Section: Extensions To the Literaturementioning

confidence: 64%

“…We conducted our analyses on an extant database (Powell et al, 2015) documenting the evidence-based status of a multi-level calculation intervention and a multi-level word-problem intervention for children with MD. In that study, teachers were randomly assigned to calculation multi-tier intervention, word-problem multi-tier intervention, or a business-as-usual condition.…”

Section: Extant Database For Data Analysismentioning

confidence: 99%

Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention

Powell

Cirino

Malone

2017

Exceptional Children

Self Cite

View full text Add to dashboard Cite

We identified child-level predictors of responsiveness to 2 types of mathematics (calculation and word-problem) intervention among 2nd-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We assigned classrooms randomly assigned to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsiveness to calculation intervention. No moderators were identified for responsiveness to word-problem intervention. Across both intervention groups and the control group, attentive behavior predicted both outcomes. Initial calculation skill predicted the calculation outcome, and initial language comprehension predicted word-problem outcomes. These results indicate that screening for calculation intervention should include a focus on working memory, language comprehension, attentive behavior, and calculations. Screening for word-problem intervention should focus on attentive behavior and word problems.

show abstract

“…The top of Figure 3 provides two worked examples of a combine word problem: one requires the student to solve for the total (i.e., sum unknown problem), and the other requires students to solve for one of the parts (i.e., part unknown problem). Several validated schema instructional programs (e.g., Fuchs et al, 2009; Powell et al, 2015) employ the attack strategy RUN: R ead the problem; U nderline the label (i.e., what the problem is mostly about); and N ame the problem type. What follows is an example of Mrs. Frank teaching the second problem in Figure 3.…”

Section: Additive and Multiplicative Schemasmentioning

confidence: 99%

Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning

Powell¹,

Fuchs²

2018

TEACHING Exceptional Children

Self Cite

View full text Add to dashboard Cite

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners

Cited by 44 publications

References 66 publications

Schema-Based Instruction With Concrete and Virtual Manipulatives to Teach Problem Solving to Students With Autism

Schema-Based Instruction With Concrete and Virtual Manipulatives to Teach Problem Solving to Students With Autism

Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention

Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning

Contact Info

Product

Resources

About