Mathematical problem solving has been identified as one foundational area of mathematics for all students but is an area of weakness for students with disabilities. This investigation sought to determine the effects of peer-delivered schema-based instruction on the mathematical problem solving of the change problem type with four middle school students with extensive support needs using a single-case multiple-probe-across-participants design. We also wanted to determine if same-age peer tutors who received behavior skills training could deliver the academic instruction with fidelity. Students and peer tutors were representative of diverse backgrounds. Results showed a functional relation between peer-delivered modified schema-based instruction and students’ acquisition and maintenance of mathematical word problem–solving skills, and strong effect sizes were found. Peer tutors were able to provide instruction with high levels of fidelity across the study. Social validity data showed that all participants benefited from the peer-delivered instruction.

中文翻译：

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同伴提供的数学问题解决教学对有广泛支持需求的学生的功效

数学问题解决已被确定为所有学生的数学基础领域，但对于残疾学生来说却是一个薄弱环节。这项调查旨在确定同伴交付的基于图式的教学对四名需要广泛支持的中学生的数学问题解决的影响，这些学生使用单一案例、跨参与者的多探针设计。我们还想确定接受过行为技能培训的同龄同伴导师是否可以忠实地提供学术指导。学生和同伴导师代表了不同的背景。结果表明，同伴提供的修改后的基于模式的教学与学生获得和维持数学单词解决问题的技能之间存在功能关系，并发现了强大的效应量。同伴导师能够在整个研究过程中提供高保真度的指导。社会效度数据显示，所有参与者都从同伴传递的指导中受益。