BIO

I am currently a second-year student at Florida State University from Jacksonville, Florida. I am majoring in Communication Science and Disorders with minors in Psychology and Child Development. I am currently a 2022 Orientation Leader, Peer Navigator, future UROP leader and a member of the General Curriculum Access Lab. I am assisting doctoral student Deidre Gilley with her research regarding mathematical problem solving for students with extensive support needs. I plan to become a Speech Pathologist with a focus on autism spectrum disorders. I also hope to conduct research related to improving communication techniques for those with language disorders.

Peer-Mediated Modified Schema Based Instruction Targeting Mathematical Problem Solving for Students with Extensive Support Needs

Abstract

The purpose of this study was to evaluate peer-mediated modified schema based instruction (MSBI) on the mathematical word problem solving of secondary-aged students with extensive support needs (i.e., autism spectrum disorder, intellectual disability, multiple disability). In this QUAN-qual mixed methods single case research (MMSCR) design, participants include five peer mentees with ESN and four peer mentors without disabilities across four phases (i.e., baseline, intervention, generalization, and maintenance). This study is evaluating the independent variable of MSBI on three dependent variables including: critical steps completed independently correct, number of word problems solved independently correct, and total number of steps completed independently correct. The research team is using a multiple-probe across participants design for their quantitative analysis and descriptive statistics, thematic analysis, and triangulation of multiple sources for their qualitative analysis. The research team is conducting this MMSCR to add “narrative flesh on the bones of experimental and statistical analysis” to support replication and generalization (Onghena et al., 2019). By doing this, they are evaluating the casual relationship between the independent and dependent variables as well as conducting in-depth investigation of the practical significance of the intervention (Kazdin, 1999; Perdices et al, 2009) as well as the perceived feasibility, appropriateness, and meaningfulness of the intervention (Onghena et al., 2019). Their results are consistent with previous MSBI research and currently represent a functional relation between the intervention and the primary dependent variable. This study is ongoing. Thus, further reports of limitations, generalization, and maintenance data will be disclosed in the future.

Keywords: Education, Disability, Math, Students