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Direct linkClausen, Amy M.; Tapp, Melissa C.; Pennington, Robert C.; Spooner, Fred; Teasdell, Annette – Research and Practice for Persons with Severe Disabilities, 2021
Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of…
Descriptors: Teaching Methods, Schemata (Cognition), Mathematics Instruction, Word Problems (Mathematics)
Download full textSpooner, Fred; Root, Jenny R.; Saunders, Alicia F.; Browder, Diane M. – Remedial and Special Education, 2019
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…
Descriptors: Evidence Based Practice, Mathematics Instruction, Developmental Disabilities, Mathematics Skills
Dueker, Scott A.; Cannella-Malone, Helen I. – Journal of Special Education Apprenticeship, 2019
Academic performance for students with moderate to severe disabilities falls far behind their typically developing peers and puts them at risk for continued dependence after school ends. Video prompting is an evidence-based practice that has been used to teach various nonacademic skills; however, few studies have focused on using video prompting…
Descriptors: Mathematics Instruction, Teaching Methods, Technology Uses in Education, Video Technology
