Using Modified Schema-Based Instruction to Teach Mathematical Problem Solving to Postsecondary Students With Extensive Support Needs

For students with extensive support needs, being able to solve multi-step mathematical problems involving purchasing skills is essential for increasing financial independence. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on independent mathematical problem-solving skills of postsecondary students with developmental disabilities. Three students were taught percent increase (i.e., tip or tax) word problems contextualized within real-world settings to make purchases. Generalization to a community location (i.e., coffee shop) and students’ maintenance of their mathematical problem-solving skills were measured. Findings from the single-case nonconcurrent multiple baseline design across participants indicated that all three students demonstrated an upward trend for independent mathematical problem-solving skills of percent increase word problems following implementation of the intervention. Students improved their ability to generalize these skills to a community setting and maintained their skills following mastery of the intervention. Implications for practice and areas for future research are discussed.