Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities

Bruno, Alicia; Polo-Blanco, Irene; González-López, M. J.; González-Sánchez, Jon

doi:10.3390/math9151814

Cited by 5 publications

(5 citation statements)

References 33 publications

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“…This confirms other studies that have shown that children with mathematics disabilities had difficulty comparing Arabic digits (i.e., symbolic number magnitude), but not comparing collections (i.e., non-symbolic number magnitude) (Rousselle & Noël, 2007). More generally, the benefits of using concrete manipulatives during instruction coincide with previous research on teaching arithmetic operations to students with learning difficulties (Baroody & Tiilikainen, 2003), and specifically with ASD (Bruno et al, 2021;Hart & Cleary, 2015;Polo-Blanco et al, 2019;. The use of sequences based on augmentative language to teach strategies to students with this disorder also proved beneficial, as other studies show (Hart & Cleary, 2015;Mirenda, 2003).…”

Section: Discussionsupporting

confidence: 89%

Teaching addition strategies to students with learning difficulties

Polo-Blanco

López

2021

Autism & Developmental Language Impairments

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Background & aims In recent years, there has been an increased interest in analyzing the mathematical performance of students with learning difficulties in order to provide them with teaching methods adapted to their needs. In particular, the importance of studying the type of informal strategy that students use when solving problems has been highlighted. Observing how these strategies emerge and develop in children with learning difficulties is crucial, as it allows us to understand how they develop a subsequent understanding of arithmetic operations. In this paper we study the effect of explicit instruction in addition strategies, focusing on the minimum addend strategy, and analyze the difficulties that arise during this process. Methods An adapted multiple-probe design across students with a microgenetic approach was employed to assess the effectiveness of the teaching instruction and the acquisition of the minimum addend strategy while solving addition word problems. The participants were three primary-school children (two boys and one girl) with learning difficulties, one of them diagnosed with autism spectrum disorder. The instruction on the minimum addend strategy was sequenced into levels of abstraction based on the addends represented with and without manipulatives. Results The results show that the three participants were able to acquire the minimum addend strategy and transfer it to two-step problems. They all showed difficulties during the instructional process, with quantity comparison difficulties predominating. The instruction provided to address these and other difficulties is detailed for each participant. Conclusions The teaching of the minimum addend strategy has proven effective, and all three students acquired it throughout the instruction. The results concerning the student diagnosed with autism spectrum disorder are especially interesting given the lack of studies that focus on the strategies employed by students with this disorder to solve arithmetic problems. In this sense, the use of the microgenetic approach was especially useful to observe the type of spontaneous strategies used by this participant, and how they varied in response to the instruction. Implications Each study participant faced different difficulties and needed different periods of time to assimilate the new strategy. Conclusions are drawn for educators to help children with learning difficulties advance to more sophisticated strategies, so they can acquire these and subsequent mathematical concepts.

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Section: Discussionsupporting

confidence: 89%

Teaching addition strategies to students with learning difficulties

Polo-Blanco

López

2021

Autism & Developmental Language Impairments

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“…Some studies have already shown that the strategies and representations used by ASD children are variables that determine their performance (Bruno et al, 2021 ; Polo Blanco et al, 2021 ; Polo-Blanco & González-López, 2021 ; Polo-Blanco et al, 2022 ). Others have shown that some of the cognitive traits intrinsic to the disorder, such as low executive functioning profile, can directly interfere with mathematical performance and with implementing the actions that are needed to solve mathematical problems (Bull & Scerif, 2001 ; Kim & Cameron, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

“…Interventions should also consider stimulating the cognitive functions involved in mathematical problem solving that are most affected in ASD population (cognitive flexibility, inhibition, ToM and verbal comprehension) (Westby & Robinson, 2014 ; Whalon & Cox, 2020 ). Some evidence-based strategies for children with learning difficulties, such as Schema Based Instruction (SBI) (Fuchs et al, 2004 ) or the Conceptual Model-Based Problem Solving (COMPS) approach (Xin, 2018 ), have been successfully adapted to ASD children’ characteristics improving their ability to solve mathematical problems (Bruno et al, 2021 ; García Moya et al, 2022 ; Polo-Blanco & González-López, 2021 ; Polo-Blanco et al, 2021 , 2022 ; Root et al, 2017 ). Future empirical studies are needed to measure the effects of these adaptations on the development of some of the cognitive functions with lower scores found in ASD children.…”

Section: Discussionmentioning

confidence: 99%

Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile

Polo-Blanco

Suárez-Pinilla

Goñi-Cervera

et al. 2022

J Autism Dev Disord

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This study examines relationships between mathematical problem-solving performance (in terms of strategies used and accuracy) and the main cognitive domains associated with mathematical learning (i.e. executive functions, verbal comprehension and social perception) of children with and without autism spectrum disorder (ASD and non-ASD resp.). The study involved 26 ASD and 26 non-ASD children without intellectual disabilities, between 6 and 12 years old, matched by sex, age and school (grade and classroom). The results show a higher percentage of ASD children with problem solving difficulties than non-ASD (57% vs. 23% resp.). Poor performing ASD children showed comparatively lower scores in inhibition, theory of mind and verbal comprehension. Implications for the design of mathematical interventions for ASD students are discussed.

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“…In addition, it is recognized that students with ID may experience greater challenges with mathematics as compared to their chronological age-matched students (Brankaer et al, 2011; Hoard et al, 1999). Several studies indicate that students with intellectual disability often lack basic mathematics skills (e.g., numerical magnitude comparison, measurement concept, and arithmetic operations) and higher order skills (e.g., mathematics problem-solving) (Brankaer et al, 2013; Browder et al, 2018; Bruno et al, 2021; Celik and Varun 2014; Clark et al,2016). These findings highlight the need for exploring effective interventions to teach mathematics to individuals with ASD and/or ID.…”

Section: Introductionmentioning

confidence: 99%

Meta-Analysis of Tablet-Mediated Interventions to Teach Mathematics for Individuals With Autism Spectrum Disorder and/or Intellectual Disability

Liu

Mao

Cai³

et al. 2023

J Spec Educ Technol

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Tablet-mediated interventions have shown promise in improving the mathematical skills of individuals with autism spectrum disorder (ASD) and/or intellectual disability (ID). This meta-analysis aims to provide a quantitative synthesis of single-case experimental studies of using tablet-mediated interventions to teach mathematics to individuals with ASD and/or ID. Twenty-seven published studies between 2012 and 2022 were included. The Tau-U effect size index was used to gauge the overall effect size of tablet-mediated interventions. The obtained effect size (Tau-U = 0.98, 95% CI 0.92–1.00) indicated large improvements in mathematics performance after using tablet-mediated interventions. The analysis of potential moderating variables, including participant characteristics, intervention components, and target mathematical skills found no statistically significant moderators. Implications for researchers and practitioners who use tablet-mediated interventions to teach mathematics to individuals with ASD and/or ID are also discussed.

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Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities

Cited by 5 publications

References 33 publications

Teaching addition strategies to students with learning difficulties

Teaching addition strategies to students with learning difficulties

Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile

Meta-Analysis of Tablet-Mediated Interventions to Teach Mathematics for Individuals With Autism Spectrum Disorder and/or Intellectual Disability

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