BIO

I am currently a first-year student at Florida State University majoring in Behavioral Neuroscience. I am originally from Jacksonville, Florida, where I engaged in experiences that sparked my interest in research and led to my joining the Undergraduate Research Opportunity Program (UROP) here at FSU. I am also a member of the honors program as well as various neuroscience and pre-medical clubs and organizations. I enjoy working with children in all capacities and devote my time to pursuing this interest, volunteering and becoming involved with correlating academic study. In the future, I hope to continue to study children's development related to my career goal of entering the medical field as a physician.

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: autism spectrum disorder, problem solving, intellectual disability