Enhancing inconsistent language problem-solving in an autistic student through a modified schema-based instruction

ABSTRACT

This study evaluates the effectiveness of Modified Schema-Based Instruction (MSBI) and instructor support in enhancing mathematical problem-solving skills in a child with autism (ASD), focusing particularly on inconsistent language problems. We conducted a single-case analysis in Spain involving a 6-year-old participant, Sam, exploring his responses to different additive comparison problems, based on a structured instructional approach. Results indicate significant improvement in Sam's ability to understand and solve inconsistent language problems, demonstrating the potential of MSBI in educational settings for autistic children. This research contributes valuable insights into tailored instructional strategies that can aid in overcoming specific learning challenges faced by autistic students.

KEYWORDS:

• Autism spectrum disorder
• mathematical problem-solving
• additive compare problems
• inconsistent language problems
• supports
• modified schema-based instruction

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Fundação para a Ciencia e a Tecnologia: [Grant Number CEECIND/01584/2017/CP1469/CT0001]; Ministerio de Economía y Competitividad [Grant Number PID2022-136246NB-I00]; Unidade de Investigação e Desenvolvimento em Educação e Formação, Instituto de Educação, Universidade de Lisboa: [Grant Number UIDB/04107/2020] and by the Gobierno de Cantabria (Spain): ayudas para contratos predoctorales Concepción Arenal.