@article{10902/31303,
year = {2024},
month = {2},
url = {https://hdl.handle.net/10902/31303},
abstract = {This study, which used a multiple baseline across participants design, examines the effectiveness of a modified schema-based instructional approach to improve the mathematical word problem solving performance of three students with mild intellectual disability, two of whom had an autism spectrum disorder. Following the intervention, the three students improved their performance when solving addition and subtraction change word problems; however, their performance was inconsistent on change word problems. The effects of the instruction were generalized to two-step addition and subtraction word problems for the three participants. Moreover, the results were generalized to an untrained setting and were maintained 8 weeks after the instruction. The implications of these findings for teaching problem-solving skills to students with intellectual disability are discussed.},
organization = {This work was supported by the Ministerio de Economía y Competitividad. Madrid. Spain. Projects EDU2017-84276-R, PID2019-105677RB-I00},
publisher = {SAGE},
publisher = {Learning Disability Quarterly, 2024, 47(1), 3-15},
title = {Teaching students with mild intellectual disability to solve word problems using schema-based instruction},
author = {Polo Blanco, Irene and González López, María José and Bruno, Alicia and González Sánchez, Jon},
}