Effects of a Schema Approach for the Achievement of the Verbal Mathematics Problem-Solving Skills in Individuals with Autism Spectrum Disorders

Author/s: Caner Kasap, Yasemin Ergenekon

DOI: 10.12738/estp.2017.6.0660 

Year: 2017 Vol: 17 Number: 6

Abstract

Teaching verbal mathematics problem-solving skills to individuals with developmental disorders is important
for these individuals to understand cause and effect relations. The present study aimed to determine the
effectiveness of a schema approach for individuals with Autism Spectrum Disorders (ASD) acquiring and
sustaining verbal mathematics problem-solving skills. The study also aims to investigate the participants’
verbal mathematics problem-solving skills, their retention levels after the termination of the application,
and generalization of this skill to different types of mathematics problems. Three individuals with ASD
aged 9, 11, and 14 participated in the study. A single-subject, multiple-probe design with probe conditions
across participant research method was used. The findings demonstrated that instruction with the schema
approach increased the participants’ verbal mathematics problem-solving performance. This increase was
retained 1, 3, and 5 weeks after the instruction was completed. Furthermore, two participants were able
to generalize the verbal mathematics problem-solving skills for comparison-type problems with unknown
results in comparison-type problems with unknown difference amounts. Social validity data collected from
the participants’ mothers and classroom teachers showed that both groups had positive views on the use of
the schema approach in the instruction of verbal mathematics problem-solving skills.

Keywords
Verbal mathematics problem-solving, Comparison-type problems, Schema approach, Direct instruction, Individuals with ASD

Click for Turkish (Türkçe)