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Preventing School Failure: Alternative Education for Children and Youth Volume 54, 2009 - Issue 3
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Special Section: Early Interventions

Schema-Based Instruction: Facilitating Mathematical Word Problem Solving for Students with Emotional and Behavioral Disorders

Asha K. Jitendra Department of Educational Psychology, University of Minnesota
,
Michael P. George Centennial School of Lehigh University
,
Sheetal Sood University of Hartford
&
Kelly Price Centennial School of Lehigh University
Pages 145-151 | Published online: 08 Aug 2010

Citations (13)

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Read on this site (3)

Emily C. Bouck & Missy D. Cosby. (2017) Tier 2 response to intervention in secondary mathematics education. Preventing School Failure: Alternative Education for Children and Youth 61:3, pages 239-247.
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Paulo Tan. (2016) Developing mathematical understanding and students with emotional and behavioural disorders: a review of the literature. Emotional and Behavioural Difficulties 21:4, pages 361-376.
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Margaret M. Flores, Vanessa M. Hinton & Megan E. Burton. (2016) Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction. Preventing School Failure: Alternative Education for Children and Youth 60:4, pages 345-355.
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Articles from other publishers (10)

Gül Kahveci & Ahmet Güneyli. (2023) Examining Conjoint Behavioral Consultation to Support 2e-Autism Spectrum Disorder and Gifted Students in Preschool with Academic and Behavior Concerns. Behavioral Sciences 13:8, pages 674.
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Katherine V. Pettrey, Renee E. Lastrapes & Paul Mooney. (2022) Developing Self-Monitoring Skills in Mathematics for Students with Emotional and Behavioral Disorders. Beyond Behavior 31:1, pages 65-75.
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Corey Peltier, Amanda M. VanDerHeyden & Brittany L. Hott. (2022) Strategies to Help Students Solve Addition and Subtraction Word Problems. Beyond Behavior 31:1, pages 29-41.
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Nani Restati Siregar. (2021) Explicit Instruction and Executive Functioning Capacity: A New Direction in Cognitive Load Theory. Journal of Education, pages 002205742110332.
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Joshua M. Pulos, Corey Peltier, Kendra L. Williams-Diehm & James E. Martin. (2019) Promoting Academic and Nonacademic Behaviors in Students With EBD Using the Self-Determined Learning Model of Instruction: A Mathematics Example. Beyond Behavior 29:3, pages 162-173.
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R Mauladaniyati, I Ramadina & MA E Cahya. (2020) Students’ mathematical problem solving ability on the subject of function limits. Journal of Physics: Conference Series 1657:1, pages 012085.
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Anne Brawand, Margaret E. King-Sears, Anya S. Evmenova & Kelley Regan. (2019) Proportional Reasoning Word Problem Performance for Middle School Students With High-Incidence Disabilities (HID). Learning Disability Quarterly 43:3, pages 140-153.
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Emily C. Bouck & Holly Long. (2020) Teaching students with intellectual and developmental disabilities to calculate cost after discounts via schematic diagrams. Research in Developmental Disabilities 102, pages 103656.
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Corey Peltier & Kimberly J. Vannest. (2017) The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students With Emotional and Behavioral Disorders. Behavioral Disorders 43:2, pages 277-289.
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Anton J.H. Boonen, Floryt van Wesel, Jelle Jolles & Menno van der Schoot. (2014) The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. International Journal of Educational Research 68, pages 15-26.
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