A Follow-Up on the Development of Problem-Solving Strategies in a Student with Autism

Students with autism spectrum disorder (ASD) often face difficulties in solving arithmetic word problems, particularly in transitioning from informal counting strategies to more efficient methods based on number facts and formal operations. This study examined the development of problem-solving strategies in a single student with ASD and intellectual disability across two sequential single-case experiments using multiple baseline designs. Study 1 (age 13 years 9 months; 17 sessions) employed Modified Schema-Based Instruction (MSBI) to teach addition and subtraction change problems, while Study 2 (age 14 years 10 months; 18 sessions) utilized the Conceptual Model-based Problem Solving (COMPS) approach for multiplication and division equal-group problems. Success was defined as both correctness of the response and correctly identifying the required operation. Results indicated that the student’s performance improved in all problem types in both studies, with maintenance observed 8 weeks after Study 1 and 5 weeks after Study 2. Instruction effects generalized to two-step addition and subtraction problems in Study 1, and to two-step addition and multiplication problems in Study 2. The findings indicate that both MSBI and COMPS facilitated the student’s shift from informal strategies to efficient operation-based problem solving. Implications for practice include the need for individualized reinforcements, careful adaptation of instruction, and providing teachers with a variety of problems and knowledge of these teaching methods to support students with ASD in developing advanced problem-solving skills.