Teaching Word Problem Solving to Students With Autism and Intellectual Disability

2022/08/08 by Jenny R. Root, Alicia Saunders, Sarah K. Cox +2
Mathematics · Neuroscience · Psychology · #Cognitive and developmental aspects of mathematical skills #Autism Spectrum Disorder Research #Behavioral and Psychological Studies

paper · doi:10.1177/00400599221116821

Abstract

Word problem solving is the premise for students to generalize their problem solving skills to real world problems. This includes students with autism spectrum disorder (ASD) and intellectual disability (ID). Modified Schema-based Instruction (MSBI) is one strategy that research has shown is effective for teaching students with ASD/ID to acquire and generalize problem solving skills. The key word strategy is an ineffective strategy for teaching students to problem solve, especially since problems in everyday life do not contain key words. This article provided a practitioner friendly 7-step strategy for implementing MSBI with learners who have ASD/ID

Citations

• Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning

Related

• Development of Mathematical Practices Through Word Problem–Solving Instruction for Students With Autism Spectrum Disorder
• Exploring the Need for Response-Guided Changes to Modified Schema-Based Instruction for Students with Intellectual Disability
• Teaching Mathematical Word Problem Solving
• “More” Effective Ways to Solve Word Problems
• The Impact of Intervention on the Learning and Retention of Specific Word-Problem Characteristics of Students With Word-Problem Difficulties