Word problem-solving is one major area in mathematics that has been identified as being particularly challenging for students, specifically for those with learning disabilities (LDs) and emotional and behavioral disorders (EBD). This study aims at evaluating the effects of a strategic math intervention with concept maps on the ability to solve word problems (addition and subtraction problems, number range of thousand) among students with LDs and EBD from the eighth grade. A multiple-baseline design across participants ( N = 9) was applied to evaluate the intervention, which was held three times a week over a 6-week period. Overall, the results demonstrated a functional relation between the amount of correctly solved word problem tasks and the intervention. All nine students improved in word problem-solving, as evidenced by the fact that more tasks were solved, with a higher score in the intervention phase compared with the baseline (between-case standardized mean difference was 1.84; 95% confidence interval [1.24, 2.44]). The social validity data display that all students found the intervention helpful but also partly exhausting. The limitations and implications of this study are discussed.

中文翻译：

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数学单例干预对学习障碍、情绪和行为障碍学生应用题解决的影响

应用题解决是数学中的一个主要领域，它被认为对学生特别具有挑战性，特别是对于那些有学习障碍（LD）和情绪和行为障碍（EBD）的学生。本研究旨在评估使用概念图进行战略数学干预对八年级 LD 和 EBD 学生解决文字问题（加法和减法问题、千位数范围）的能力的影响。采用跨参与者的多基线设计（N = 9）来评估干预措施，该干预措施在 6 周内每周进行 3 次。总体而言，结果表明正确解决的应用题任务数量与干预之间存在函数关系。所有 9 名学生的文字问题解决能力都有所提高，事实证明，解决了更多的任务，与基线相比，干预阶段的得分更高（案例间标准化平均差为 1.84；95% 置信区间 [1.24， 2.44]）。社会效度数据显示，所有学生都认为干预措施有帮助，但也有些令人疲惫不堪。讨论了本研究的局限性和影响。