Effects of modified schema-based instruction to teach students with Autism to solve additive compare problems

Abstract

This study assessed the effectiveness of a modified schema-based instruction (MSBI) in teaching students with autism spectrum disorder (ASD) how to solve additive compare word problems. The research was conducted in Spain, involving three students with ASD, aged 6, 7, and 9. The research design used was a single-case, multiple-baseline across-students design. The results showed a functional relation between a MSBI and the improvement in the performance of the three participants when solving additive compare problems of type difference amount unknown and compare amount unknown. The improvement was maintained for 4 to 6 weeks following the completion of the intervention. Moreover, two students were able to apply their skills to referenceamount-unknown compare problems, demonstrating successful generalization. However, their generalization to problems involving two operations was somewhat limited by difficulties with one of the operations. Social validity data collected from the students' families and teachers indicated that both groups had positive views on the use of the MSBI for mathematical word problem-solving skills.