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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 [ABSTRACT FROM AUTHOR]

Replications provide credibility by demonstrating under what conditions experimental findings can be repeated, the premise behind evidence-based practices. Replications in single-case research also investigate generalization of findings across groups. For groups with high variability, such as individuals with autism, assumptions of generalizability should be based on learners who are similar in critical ways. The purpose of this study was to use Coyne et al.'s framework for replication and the next generation guidelines for single-case research to extend understanding of "for whom" and "under what conditions" modified schema-based instruction (an established evidence-based practice for individuals with autism) is effective. In this distal conceptual replication of Root et al., contextual and instructional variables of theoretical and practical importance were intentionally manipulated or maintained and reported to model transparency and support replicability. Four high school students receiving special education under the Individuals With Disabilities Education Act category of autism were taught mathematical and social problem-solving behaviors within the context of percentage-of-change word problems. Researchers used modified schema-based instruction and augmented reality in a one-on-one setting and assessed generalization to purchasing in the food court of a mall biweekly. We frame our discussion around the recommendations for replication research from Coyne et al. and recommendations for single-case research from Ledford et al., concluding with suggestions for future replications that use single-case research designs. [ABSTRACT FROM AUTHOR]

Students with intellectual and developmental disabilities (IDDs) were particularly vulnerable to the school closures that resulted from the COVID-19 pandemic. We sought to obtain a baseline understanding of the instructional experiences of students with IDD before March of 2020 to assess the nature and degree of the pandemic's impact. We recruited caregivers of students with IDD to complete a survey of their children's educational experiences across three time periods (before March 2020, Spring 2020, and Fall 2020). No caregivers reported that their children had experienced remote or distance learning prior to March 2020, and the majority reported their children lost access to instruction and related services outlined in their Individualized Education Program during Spring of 2020. We report additional findings related to instruction, attitudes, and skills. Implications for future research, practice, and policy are discussed. [ABSTRACT FROM AUTHOR]

This introduction to the special issue on mixed methods research examines guest editor perspectives on the research culture in special education and the broader ecosystem of education research. Articles included in the special issue are used to illustrate how core methodological features and application of a flexible metaparadigm enables mixed methods research to enhance the quality and depth of research findings. Given that the researcher’s role as the instrument is pronounced in mixed methods research, we argue for reflexivity and explicit reporting of how researcher backgrounds shape the questions they ask, methods they use to answer them, and lenses through which they interpret findings. We encourage our colleagues to consider how the integration of numerical and textual data can enable us to ask questions that challenge traditional dichotomies, capture the complexities of human experiences, and generate more nuanced interpretations of findings that acknowledge the inherent limitations of relying on a single methodology or paradigm. [ABSTRACT FROM AUTHOR]

Young adults with autism spectrum disorder (ASD) need both academic and social skills required to apply acquired knowledge and skills in real-world settings. This study evaluated the effects of a multicomponent intervention incorporating both Modified Schema-Based Instruction (MSBI) and video-based instruction delivered via augmented reality (AR) to teach the social and mathematical problem-solving skills needed to execute personal finance tasks in the community. Participants were four 21-year-old young adults with ASD enrolled in a public school transition program located on the campus of a technical college. Findings of the single-case multiple probe across participant design support a functional relationship between the multicomponent treatment package and the social and mathematical problem-solving skills of the young adults with ASD. Furthermore, participants were also able to self-correct errors after watching AR-triggered model videos. Generalization to a novel setting was tested. Results, implications, and suggestions for future research are discussed [ABSTRACT FROM AUTHOR]

A growing body of literature supports the effectiveness of Modified Schema-Based Instruction (MSBI) to improve mathematical problem-solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches students to identify the problem structure and use a problem-solving heuristic to solve mathematical word problems. Previous research has primarily implemented MSBI in a one-on-one setting with a researcher as the interventionist. This study aimed to investigate the effects of a teacher-delivered MSBI in a small group format on the multiplicative word problem-solving skills of six middle school students with ASD/ID as well as their ability to generalize from word problems to video-based problems. Results of the multiple probe across participants design indicate a functional relation between MSBI and word problem-solving, but generalization varied across participants and maintenance was limited to two participants due to the coronavirus disease 2019 pandemic school closures. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

The Pandemic has required teachers to find ways to provide high-quality instruction in a virtual format. Video-based instruction (VBI) is a version of technology-aided instruction that has been effectively used in classrooms to improve mathematical outcomes for students with disabilities. This manuscript describes how a special education teacher can utilized VBI through free online platforms (i.e., SeeSaw, Loom) to implement a mathematical problem solving instructional strategy (modified schema-based instruction; MSBI) for students with autism spectrum disorder (ASD) while at home. MSBI utilizing VBI has successfully been used by teachers and researchers to improve additive and multiplicative problem solving skills for students with ASD. This manuscript describes how special education teachers can support students and their caregivers by providing high-quality problem solving instruction in a virtual environment. [ABSTRACT FROM AUTHOR]

The Common Core State Standards for Mathematics highlight the importance of not only content standards for mathematics but also mathematical practices such as communication, representation, and reasoning, skills that are often difficult for students with autism spectrum disorder (ASD). Through a single-case multiple-probe-across-participants design, this study found modified schema-based instruction (MSBI) to be an effective strategy to increase the use of mathematical practices for middle school students with ASD when solving multiplicative word problems. Four students eligible for special education services under the area of autism enrolled in sixth-grade general education mathematics classes increased their use of mathematical practices for two problem types (multiplicative comparison and proportion) and maintained the use of mathematical practices 4 to 8 weeks after intervention. Additionally, all participants generalized their use of mathematical practices to novel multiplicative comparison problems containing extraneous information, and three of the participants generalized mathematical practice skills to proportion problems containing extraneous information. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to support the development of mathematics and self-determination skills of young adults with extensive support needs. Mathematical problem solving is a natural context for teaching two component skills of self-determination: self-monitoring and goal setting. Three young adults with extensive support needs (i.e., autism and intellectual disability) were taught to solve real-world thematic word problems using modified schema-based instruction (MSBI). To build self-determination skills, participants self-monitored completion of problem-solving steps using a task analysis, self-graphed steps completed independently correct and then set goals for subsequent sessions. Generalization was measured within the context of scaling ingredients from a recipe without instructional supports of a task analysis or graphic organizer. Results of the multiple probe across participants design indicate a functional relation between MSBI and steps of problem solving completed independently correct. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

Replication research provides evidence to establish, refute, or support evidence-based practices. Systematic replications are also necessary to determine "what works for whom when." The purpose of this study was to conduct a conceptual systematic replication to evaluate the effectiveness of a multicomponent treatment package on multiplicative problem solving for middle school students with extensive support needs. Using a modified schema-based instructional strategy, three participants were taught to solve percent of change problems contextualized in real-world scenarios and a purchasing strategy (i.e., next-dollar strategy) to help them determine how much money was needed to pay for services/products. In addition, goal-setting and self-graphing activities supported development of self-determination skills. Findings from the multiple probe across participant design demonstrate a functional relation between the intervention and independent problem-solving behaviors of all three participants. Students also generalized problem-solving behaviors when presented with real-world stimuli of coupons and receipts. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

This study reports findings of a systematic replication and as such sought to evaluate effects of an early numeracy curriculum on early number sense attainment for Kindergarten students with autism. Through daily 15-min story-based math lessons with embedded systematic instruction delivered by their classroom teacher, participants learned to compare sets, identify and work with patterns, and use standard and nonstandard measurement, and calendar skills. Results indicate a functional relation between the intervention and early number sense, and students were able to generalize skills when systematic instruction was faded. Similar results were mirrored by pre–post standardized norm-referenced measures of early mathematics abilities. Implementation of the curriculum had positive results on the teacher's perception of self-efficacy. The study's contribution to research, recommendations for practice, and implications for future research are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the effect of a mathematics intervention that utilized the Universal Design for Learning (UDL) framework on mathematical problem solving skills for three middle school students with extensive support needs (ESN). Participants were taught to solve percent of change word problems related to personal finance (calculating the final price after leaving a tip or purchasing a discounted item). Visual analysis of the multiple probe across participants design indicated a functional relation between the mathematics intervention and an increase in mathematical problem solving skills. Results are discussed in terms of acquisition and generalization of mathematical problem solving skills. Implications for application of the UDL framework to mathematics instruction for learners with ESN are discussed. [ABSTRACT FROM AUTHOR]

The Common Core State Standards in Mathematics outline both the content and practices students must engage in at each grade level to become mathematically proficient. Mathematical processes include problem solving, reasoning and proof, communication, and procedural fluency, which includes flexible thinking. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on the acquisition and maintenance of math content and practices by middle school students with autism spectrum disorder (ASD). Two middle school students with ASD learned to solve proportional word problems containing extraneous information. Specifically, we measured mathematical problem-solving flexibility and communication using a 4-point rubric. Results of the reversal design found a functional relation between MSBI and the students' ability to flexibly solve the mathematical word problems and explain their answer, suggesting MSBI may be a useful strategy for some students with ASD. [ABSTRACT FROM AUTHOR]

The purpose of this review was to examine the body of research on teaching mathematics to students with moderate and severe developmental disability that has been published since 2005, reflecting changes in both the academic expectations for this population and research and design standards in the evidence-based practice (EBP) era. We examined research on teaching mathematical skills for students with moderate and severe developmental disability from 2005–2016 and found 36 studies (33 single-case and three group-experimental studies), updating the Browder, Spooner, Ahlgrim-Delzell, Harris, and Wakeman analysis. Of the 36 studies included in the review, 22 single-case and three group-design studies received a rating of high or adequate quality using the National Technical Assistance Center on Transition (NTACT) indicator criteria. In addition to systematic instruction, instructional procedures of technology-aided instruction, graphic organizers, manipulatives, and explicit instruction were found to be EBPs in teaching mathematics to this population. [ABSTRACT FROM AUTHOR]

Data analysis inherently requires problem solving, yet it is the most understudied mathematical skill for individuals with extensive support needs. The current study taught elementary students with extensive support needs (i.e., autism and intellectual disability) to solve math word problems requiring analysis of scaled pictographs through modified schema-based instruction on an iPad. Results of the single-case multiple probe across participants design found a functional relation between the iPad-based math intervention and math problem solving, with a large effect size (Tau-U = .96) confirming visual analysis. In addition, participants were able to generalize problem-solving skills when they were presented with data analysis problems from grade-level social studies textbooks and visual supports were faded. Implications for practice and future research in teaching mathematics to learners with extensive support needs are discussed. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This study investigated the effects of a modified system of least prompts and an electronic story-mapping intervention for elementary students with autism spectrum disorder. Participants were first taught to identify story element definitions using constant time delay. Participants then listened to age-appropriate narrative texts with a problem–solution structure, completed an electronic story map, and orally answered questions related to the story elements. If unable to complete the map or answer questions, a system of least prompts was used that redirected the students to use provided supports and provided rereads of portions of the text. A multiple probe across participants design was used to examine the effects of the intervention. Outcomes indicated the intervention was effective for teaching story element definitions, labeling of the story element map on an iPad, and comprehension of story element questions. The limitations of the study as well as implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

Demonstrating comprehension of text is a complex skill that is an area of difficulty for many students with autism spectrum disorder (ASD). Shared story reading is an intervention that has a history of effectiveness in teaching literacy skills to students with extensive support needs. This study used a multiple probe across participants design to evaluate the effects of shared story reading using e-texts and embedded prompting on vocabulary and reading comprehension of grade-aligned narrative texts by elementary students with ASD who were also English-language learners. Outcomes indicate shared story reading with the embedded technological supports was effective for teaching comprehension of WH questions as well as identification of WH rules and definitions. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to ensure all students are college and career ready. This article describes methods for designing instruction that is relevant, meaningful, and addresses multiple priorities during academic core content instruction for high school students with moderate to severe disabilities. [ABSTRACT FROM AUTHOR]

The current study evaluated the effects of modified schema-based instruction on the mathematical word problem solving skills of three elementary students with autism spectrum disorders and moderate intellectual disability. Participants learned to solve compare problem type with themes that related to their interests and daily experiences. In addition, researchers compared the effects of concrete and virtual manipulatives within the treatment package. Results of the multiple probes across participants with an embedded alternating treatments design showed a functional relation between modified schema-based instruction and word problem solving. Two of three participants performed more steps in the virtual condition and one participant had equal performance in both concrete and virtual conditions. When given a choice between conditions upon skill mastery, all three participants preferred the virtual condition and maintained treatment effects. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]