Teacher implemented modified schema-based instruction with middle-grades students with autism and intellectual disability.

A growing body of literature supports the effectiveness of Modified Schema Based Instruction (MSBI) to improve mathematical problem solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches students to identify the problem structure and use a problem solving heuristic to solve mathematical word problems. Previous research has primarily implemented MSBI in a one-on-one setting with a researcher as the interventionist. This study aimed to investigate the effects of a teacher-delivered MSBI in a small group format on the multiplicative word problem solving skills of six middle school students with ASD/ID as well as their ability to generalize from word problems to video-based problems. Results of the multiple probe across participants design indicate a functional relation between MSBI and word problem solving but generalization varied across participants and maintenance was limited to two participants due to the COVID-19 pandemic school closures. Implications for practice and future research are discussed.