Enhancing Mathematical Problem-Solving Competence: A Single-Case Study on Response Prompting Intervention for Students with Borderline Intellectual Functioning

Abstract In this single-case study, we examined the impact of a structured teaching technique, response prompting, on improving problem-solving skills among four students with Borderline Intellectual Functioning (BIF). We utilized a multiple baseline design (AB) to evaluate the efficacy of this method. The intervention was conducted by the class teacher in a sixth-grade classroom at a school dedicated to students with learning challenges. Initially, the participants, consisting of two girls and two boys, engaged in problem-solving activities over eight to twelve sessions that included response prompting. Our results show a marked enhancement in the analytical abilities of all students, evidenced by the successful completion of most tasks. The paper concludes by offering a critical analysis of these results and proposing directions for future research.