Effects of a Schema Approach for the Achievement of the Verbal Mathematics Problem-Solving Skills in Individuals with Autism Spectrum Disorders

Abstract

Teaching verbal mathematics problem-solving skills to individuals with developmental disorders is important for these individuals to understand cause and effect relations. The present study aimed to determine the effectiveness of a schema approach for individuals with Autism Spectrum Disorders (ASD) acquiring and sustaining verbal mathematics problem-solving skills. The study also aims to investigate the participants' verbal mathematics problem-solving skills, their retention levels after the termination of the application, and generalization of this skill to different types of mathematics problems. Three individuals with ASD aged 9, 11, and 14 participated in the study. A single-subject, multiple-probe design with probe conditions across participant research method was used. The findings demonstrated that instruction with the schema approach increased the participants' verbal mathematics problem-solving performance. This increase was retained 1, 3, and 5 weeks after the instruction was completed. Furthermore, two participants were able to generalize the verbal mathematics problem-solving skills for comparison-type problems with unknown results in comparison-type problems with unknown difference amounts. Social validity data collected from the participants' mothers and classroom teachers showed that both groups had positive views on the use of the schema approach in the instruction of verbal mathematics problem-solving skills.

The Impacts of Mathematics Instructional Strategy on Students with Autism: A Systematic Literature Review

“…Twenty-two empirical studies apply visual teaching styles, such as (a) concrete-representational-abstract; (b) mathematical word problem-solving interventions; (c) nonsymbolic and symbolic number word; (d) schematic approach; (e) writing equations on paper; (f) real-life problems; (g) using materials that are both concrete (physical objects) and virtual (3-D objects on the computer); (h) video modelling package based on iPad; (i) number line mapping; (j) strategic schema-based instruction; (k) modified schema-based instruction; (l) flash cards; (m) numerical competencies; (n) mathematics based on conceptual approach; (o) the role of specific symbolic difference; (p) special cognitive criteria; (q) e-book education; (r) executive functioning; (s) computer-aided instruction; (t) interactive whiteboard and discrete trial training; (u) mathematical facts mastery; and (v) metacognitive, based on the computer. Interestingly, SBI is the most frequently used instructional strategy (Aagten-Murphy et al, 2015;Bae, 2013;Bae et al, 2015;Bouck et al, 2014;Burney, 2015;Casner, 2016;Cox & Root, 2018;Cravalho et al, 2014;Delisio et al, 2018;Desoete, 2012;Fries, 2013;Göransson, 2016;Hansen, 2014;Henning, 2018;Hiniker, 2016;Jowett et al, 2012;Kasap & Ergenekon, 2017;Maajeeny, 2017;Maras et al, 2017;Oie, 2016;Rasmussen & Bisanz, 2011;Rockwell, 2012;Rockwell et al, 2011;Shamir & Baruch, 2012;Titeca et al, 2014;Toll et al, 2011).…”

“…Thus, we need to change our perception that there is a need for an instructional strategy that emphasizes student engagement, building own knowledge, discussion, exploration, communication and working in groups (Griffin et al, 2013). In the 39 articles obtained, the most frequent method used by researchers was the schema-based method, as studied by Bae (2013), Casner (2016), Cox and Root (2018), Delisio et al (2018), Kasap and Ergenekon (2017), Rockwell (2012), Rockwell et al (2011) and . The schematic strategy emphasizes the grasp of procedural concepts and step-by-step skills, aided by visual representations in the form of images or diagrams, and numerical equations which are suitable to solve the problem (Fang et al, 2015;Jitendra & Star, 2011).…”

Prospective special education teachers metaphorical perceptions on the concept of special education teacher

“…Skill teaching may be considered to be important in the education of individuals with special needs. In the studies on the field of special education, skill teaching is emphasized more than scholar skills such as reading and writing (Eliçin, 2015;Şengül, 2008), solving math problems (Karabulut, 2015;Kasap, 2015;Yakubova et al, 2015), overlapping professional (Bennett, 2013;Kwon and Lee, 2016;Özbey, 2015) and daily life skills (Kalaycı, 2014;Kaya, 2015;Kurtoğlu, 2015;Stanton-Chapman and Brown, 2015). Social leadership/enlightening category features the role of special education teachers in bringing individuals with special needs in society, eliminating conflicts between the society and these individuals, and promoting the profession within the society.…”

Teaching Students With Mild Intellectual Disability to Solve Word Problems Using Schema-Based Instruction

“…In different countries, many students with intellectual disability (ID) learn mathematics in general and/or special education classrooms. It is important to know the methods for teaching this subject that may help them to progress not only in terms of academics but also in terms of using mathematics outside the classroom so that they can gain independence in their daily lives (Kasap & Ergenekon, 2017). More information is needed on how they learn mathematics and how to provide effective instruction that is adapted to their needs (Bowman et al, 2019; Desmarais et al, 2019; Xin, 2019).…”

“…Researchers have shown that students with ID and/or ASD improve their problem-solving when they follow an adapted instruction, such as the schema-based instruction methodology (SBI; Alghamdi et al, 2020; Desmarais et al, 2019; Gevarter et al, 2016; Jitendra et al, 2002; Kasap & Ergenekon, 2017; Rockwell et al, 2011; Xin & Jitendra, 1999). This is an instructional approach that uses schematic diagrams associated with problem structures to provide a visual representation that aids students and emphasizes conceptual understanding by creating links between the problem elements and its solution (Desmarais et al, 2019; Xin & Jitendra, 1999).…”