Researchers have repeatedly found schematic diagrams, both as part of Modified Schema Based Instruction and outside of this problem-solving approach, effective for teaching students with disabilities, including intellectual and developmental disabilities (IDD), to solve math word problems. The current study was a systematic replication of Bouck, Long, et al. (2021) research examining students with disabilities finding the total bill inclusive of tip. This conceptual replication examined the impact of systematic changes to the previous intervention materials (i.e., color-coded schematic diagram) on student progression through the learning stages in trained and unfamiliar (i.e., simulated) experiences. In this single case design study, researchers examined three middle school students' ability to accurately and independently calculate the total bill, with tip, using a color-coded schematic diagram and taught via the system of least prompts and explicit instruction. The researchers found two main results: (a) like previous results, the intervention package was effective with regards to students acquiring and maintaining independent and accurate responses; and (b) extending previous findings, the revised intervention was efficient (i.e., required fewer sessions) and supported student generalization during real-world simulations.