The Effects of Schema-Based Instruction on Word Problem Solving in Students with Disabilities

Word problem solving is a difficult portion of the math curriculum for students with disabilities. Schema-based instruction is an intervention used to help these students increase their word problem solving performance. This study involves three 9th grade students (1 female and 2 male) who attended a public high school in the southeastern part of the United States. The intervention took place in a small group setting. A single subject multiple baseline across participants design was used to implement schema-based instruction. Results indicate growth in word problem solving among these students at the secondary level. Diagram generation and quality was fair (diagram was somewhat related to problem and some parts are labeled) and played a role in increasing word problem solving ability in the study. This intervention needs further research to include more high school aged students with disabilities to determine its effectiveness within this population