BIO

Allison Matula is from the suburbs of Chicago and is currently an undergraduate student at Florida State University. She is majoring in Communication Sciences and Disorders and minoring in Child Development. Allison has a passion for sign language and Deaf Culture, which inspired her to pursue a career as a pediatric audiologist. Allison is currently working in two research labs, including the General Curriculum Access Lab and the Hearing and Aging Research Laboratory. Allison is involved in Signing Seminoles American Sign Language Club, the National Student Speech Language Hearing Association, the Student Academy of Audiology, and Chi Omega. In her free time, Allison enjoys exercising, reading, and listening to podcasts.

 Teacher-delivered Modified Schema Based Instruction Targeting Problem Solving of Middle School Students with Intellectual Disabilities in Small Group Instruction

Abstract

Recent research has identified modified schema-based instruction (MSBI) as an evidence-based instructional practice for teaching mathematical concepts to students with intellectual disabilities. MSBI teaches students with intellectual disabilities to use a problem-solving heuristic to recognize the problem structure when applying mathematics skills. While all studies evaluating MSBI have resulted in positive findings in the increased mathematics skill level of individuals with intellectual disabilities, additional research is warranted to evaluate the intervention when delivered by natural interventionists (e.g., teachers) within the real-world classroom environment. This study aimed to investigate the impact of teacher-delivered modified schema-based instruction targeting problem-solving of middle school students with intellectual disabilities in a small group setting.

Keywords: Education, Teaching, Disability, Math, Schema-based