Teaching Students With Moderate Intellectual Disability to Solve Word Problems

Abstract

This study evaluated an intervention developed through an Institute of Education Sciences-funded Goal 2 research project to teach students with moderate intellectual disability (moderate ID) to solve addition and subtraction word problems. The intervention involved modified schema-based instruction that embedded effective practices (e.g., pictorial task analysis, graphic organizers, systematic prompting with feedback) for teaching mathematics skills to students with moderate ID. The dependent variables included steps performed correctly on a problem solving task analysis, number of problems solved, problem type discrimination, and generalization of problem solving skills. Results of a multiple probe across student dyads design indicated a functional relation between three dependent variables and the intervention. Upon completion of the intervention, all eight participants with moderate ID correctly followed the task analysis, discriminated problem types, and solved word problems. Key discussion items include feasibility of teaching problem solving skills, types of modifications needed, and the generality of these skills to novel formats.

Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students With Autism Spectrum Disorder

“…During the lead phase (or guided practice) of each intervention session, the researcher followed a least-to-most prompting hierarchy if the participant did not respond within 5 s, which included (a) general verbal prompt such as “what’s next?” (b) specific verbal prompt such as “step number four asks what your units are, write your units in the boxes,” and (c) a model retest, where the instructor modeled how to complete the step while providing a “think aloud” and then had the participant repeat the step. Following methods used in prior MSBI studies (e.g., Browder et al, 2018; Root & Browder, 2017; Root et al, 2017), the error correction procedure during guided practice was an immediate model, such as “for step number 8 we need to fill in the table and write the rule, the rule is hours times 30 equals miles because this is what our table shows.” During independent practice, no prompting or feedback was provided except for general praise such as “thanks for working so hard” to encourage participants to continue their work.…”

Applying the Universal Design for Learning Framework to Mathematics Instruction for Learners With Extensive Support Needs

“…A second key component of supporting students’ representational needs we wish to highlight is a systematic instructional sequence that supports student discrimination of problem type. A particularly important component of the instructional sequence for learners with ESN is discrimination training, whereby one concept (problem type) is taught to mastery, then a second problem type is taught to mastery, followed by explicit instruction in discriminating between the two (Browder et al, 2018; Root et al, 2017; Spooner et al, 2017). This instructional sequence proactively supports comprehension by highlighting patterns and relationships (Checkpoint 3.2).…”

“…The error correction procedure was to model the correct response and retest the participant. Specific feedback was thinned as participants progressed through the phases (Browder et al, 2018; Checkpoint 8.4).…”

“…Mathematical competence is not only crucial for academic success but contributes to independence in daily life (Browder et al, 2018). Positive school experiences in mathematics influence postsecondary and vocational opportunities (Wang, 2013).…”

“…All students benefit from increased mathematical competence. Yet some students, such as those with Extensive Support Needs (ESN), face challenges when it comes to accessing mathematics instruction and “showing what they know.” These may include difficulties with executive functioning, metacognition, working memory, and limited literacy or numeracy skills (Browder et al, 2018; Spooner, Saunders, Root, & Brosh, 2017). Our use of the term ESN is referring to students who participate in their state’s alternate assessment which is aligned to alternate achievement standards (AA-AAS), who may be eligible for special education services under the categories of intellectual disability, multiple disabilities, and autism (Quirk, Ryndak, & Taub, 2017).…”