Using modified schema-based instruction to teach problem-solving to students with autism and language impairments: a single case design study

Abstract

This study evaluates the effect of modified schema-based instruction to teach additive group problem-solving abilities to four students (aged between 11 and 16 years) with autism spectrum disorder and language impairments. The intervention was specifically designed to address language difficulties and to promote the participants’ independence by implementing a progressive withdrawal of supports. Results from a multiple-probe design across participants showed evidence of a functional relation between the intervention and the improvement of the participants’ problem-solving abilities. All four participants improved their performance with respect to baseline. Three of them acquired problem-solving skills in both addition and subtraction problems, with the acquisition of subtraction skills being less evident for one of them. These three participants generalized their abilities in their regular classroom setting, and also to solving two-step addition problems. Two participants were assessed post-intervention, confirming skill maintenance at three and four weeks, respectively.

Keywords:

• Autism
• methodologies
• instruction
• problem solving
• modified schema-based instruction

Data availability statement (DAS)

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to their containing information that could compromise the privacy of research participants.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the research projects PID2022-136246NB-I00 and PID2019-105677RB-I00 (funded by MCIN/AEI/10.13039/501100011033/FEDER, European Union), and SUBVTC-2023-0014 and SUBVTC-2022-0004 (funded by the Gobierno de Cantabria, Spain).