This study assessed the effectiveness of modified schema-based instruction (MSBI) in teaching students with autism spectrum disorder (ASD) how to solve additive compare word problems. The study was conducted in Spain, and it involved three students with ASD aged 6, 7, and 9. A single-case, multiple-baseline across-students design was followed. Results indicated a functional relation between MSBI and improved performance in solving additive compare problems of type difference amount unknown and compare amount unknown, maintained for 4 to 6 weeks post-intervention. Additionally, two students successfully applied their skills to reference-amount-unknown compare problems, demonstrating successful generalization. However, their generalization to problems involving two operations was somewhat limited by difficulties with one of the operations. Social validity data collected from the students’ families and teachers indicated that both groups had positive views on the use of the MSBI for mathematical word problem-solving skills.

中文翻译：

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改进的基于图式的教学对自闭症学生解决加性比较问题的效果


本研究评估了修改型基于图式的教学 (MSBI) 在教授自闭症谱系障碍 (ASD) 学生如何解决加性比较单词问题方面的有效性。该研究在西班牙进行，涉及三名年龄分别为 6、7 和 9 岁的自闭症谱系障碍学生。采用了单案例、多基线的跨学生设计。结果表明，MSBI 与解决类型差异量未知和比较量未知的加性比较问题的性能改善之间存在函数关系，并在干预后维持 4 至 6 周。此外，两名学生成功地将他们的技能应用于参考量未知的比较问题，展示了成功的泛化能力。然而，它们对涉及两项操作的问题的推广在某种程度上受到其中一项操作的困难的限制。从学生家庭和老师收集的社会效度数据表明，两个群体都对使用 MSBI 来解决数学问题的技能持积极看法。