Schema-Based Instruction Implemented under Routine Conditions

Peltier, Corey; Lingo, Mindy E.; Autry, Faye; Deardorff, Malarie E.; Palacios, Maegann

doi:10.1080/15377903.2020.1821273

Cited by 6 publications

(6 citation statements)

References 47 publications

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“…The authors felt one factor that may have contributed to student responsiveness was the fidelity of implementation, which was below 80%. The routine conditions under which both the Peltier, Lingo, et al (2020) and Peltier, Sinclair, et al (2020) studies took place differ from the current study’s aim for a natural setting in terms of the amount of autonomy the teacher had and support provided by researchers. Contrasting findings of this small body of work indicate that attention is still needed to developing training and implementation procedures that can result in the use of SBI and MSBI in natural contexts or under routine conditions with high degrees of fidelity.…”

Section: Discussionmentioning

confidence: 81%

“…Although teachers in both studies were able to implement the intervention with a high degree of fidelity, this intensity of support is not feasible for scaled-up use outside of a research context. In their investigation of the effects of teacher-implemented SBI under routine conditions, Peltier, Lingo, et al (2020) did not provide coaching and feedback in this way, acknowledging most districts cannot implement classroom coaching models. Although the elementary students with learning disabilities benefited from the intervention, they did not demonstrate the same level of proficiency as participants in prior studies with similar routine conditions (e.g., Peltier, Sinclair, et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Peltier and colleagues have studied the effectiveness of teacher-implemented SBI in small groups of students with high-incidence disabilities using single-case research design, with two similarly structured studies providing divergent findings. Peltier, Lingo, et al (2020) examined the effects of SBI to solve additive problem structures for five elementary students with disabilities in a resource setting. An elementary special education teacher provided all instruction in small groups of two to three students.…”

mentioning

confidence: 99%

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Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability

Root

Cox

McConomy

2022

Research and Practice for Persons with Severe Disabilities

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A growing body of literature supports the effectiveness of Modified Schema-Based Instruction (MSBI) to improve mathematical problem-solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches students to identify the problem structure and use a problem-solving heuristic to solve mathematical word problems. Previous research has primarily implemented MSBI in a one-on-one setting with a researcher as the interventionist. This study aimed to investigate the effects of a teacher-delivered MSBI in a small group format on the multiplicative word problem-solving skills of six middle school students with ASD/ID as well as their ability to generalize from word problems to video-based problems. Results of the multiple probe across participants design indicate a functional relation between MSBI and word problem-solving, but generalization varied across participants and maintenance was limited to two participants due to the coronavirus disease 2019 pandemic school closures. Implications for practice and future research are discussed.

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Section: Discussionmentioning

confidence: 81%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability

Root

Cox

McConomy

2022

Research and Practice for Persons with Severe Disabilities

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“…The paper Fuchs et al (2020) suggested a contribution of language understanding to Word-Problem Solving (WPS) is given, along with an explanation role of language comprehension in WPS. The paper Peltier et al (2021) diagnosed with a specific learning disability (SLD) struggle to solve mathematical problems. One potential strategy for children with SLDs is Schema-based Instruction (SBI).…”

Section: Literature Reviewmentioning

confidence: 99%

The impact of teaching with schemas on structural word challenges

Samreen,

Bi,

Khajanchi

2023

Multidiscip. Sci. J.

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Instruction is adapted for students having a specific learning disability (SLD) that focuses on the fundamental structure of maths recommending problems as an evidence-based practice. Additionally, evidence-based schema-based education is viewed as a practical strategy for students with an SLD. This study expanded upon earlier efforts by (a) utilizing the implementer and a teacher, (b) assessing a flexible intervention's efficiency, and (c) assessing the performance of students on integrated and generalized schema structure issues. There were 12 impaired fourth and fifth graders receiving extra maths teaching in a resource room. The intervention package included arithmetic education based on schema and a problem-solving mnemonic. A multiple-probe approach involving different participant a functional connection was done using groups. Students performed better when given straightforward, generic, and integrated schema structures. The aggregate normalized mean difference between cases (BC-SMD) for this study was 3.05 (CI95 [2.54, 3.60]), while aggregate “Tau-U effect size (ES) was 95% (CI90 [83%, 100%]”).

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“…When students recognize a word problem as belonging to a familiar schema (e.g., “this is a Total problem”), they can use a learned schema strategy to solve the problem. Schema strategies include using a schema equation (Fuchs et al., 2014; Powell et al., 2021) and/or a graphic organizer (Cox & Root, 2020; Jitendra et al., 2007; Peltier et al., 2021) to represent the information from the word problem. This equation or organizer can assist students in solving the word problem by helping them organize the relevant information from the problem and ignore irrelevant information.…”

Section: Mathematics Difficultymentioning

confidence: 99%

Word‐Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty

Arsenault

Powell

2022

Learn Disabil Res Pract

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Word-problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word-problem performance. We compared the word-problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word-problem performance of all students for schemas and position of the unknown, followed by the performance of students with MD for schemas, position of the unknown, irrelevant information, and charts or graphs. Across schemas, while TA students outperformed students with MD, all students typically scored higher on Change and Difference problems than on Total problems. For position of the unknown, students often scored highest on problems with the final position unknown. Students with MD also demonstrated higher scores on problems with irrelevant information than charts and graphs. Although patterns emerged, not all problems followed the same trends, suggesting the need for further research to investigate the impact of word-problem features on word-problem accuracy.

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Schema-Based Instruction Implemented under Routine Conditions

Cited by 6 publications

References 47 publications

Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability

Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability

The impact of teaching with schemas on structural word challenges

Word‐Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty

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