Word problem solving skills include complex skills. Teaching word problem solving skills to students with disabilities is more difficult compared to their peers with typical development. Therefore, effective interventions need to be determined in order to teach these skills to students with disabilities. The purpose of this study is to analyze the…

Mathematics education highlights the importance of helping students understand mathematical content and the ability to think critically about mathematics. Mathematical practice standards outline expectations for engaging students in meaningful mathematics activities to encourage a deep understanding of mathematical concepts and content. For some…

Researchers have repeatedly found schematic diagrams, both as part of Modified Schema Based Instruction and outside of this problem-solving approach, effective for teaching students with disabilities, including intellectual and developmental disabilities (IDD), to solve math word problems. The current study was a systematic replication of Bouck,…

Mathematics is an important but also under-explored area of education for students with disabilities, including middle school students with intellectual and other developmental disabilities. In this study, researchers taught middle school students with intellectual and developmental disabilities (IDD) to solve word problems grounded in life skills…

The ESCAPE curriculum model was developed to enhance emotional awareness and behavioral support for students with autism spectrum disorder (ASD) to help with stressful events and escape from emotional distress. The instructional phases represent an emotion regulatory process: starting with emotional and behavioral awareness, followed by…

The purpose of the study was to investigate the effectiveness of a three-phased self-directed model in enhancing the social problem-solving skills and the levels of self-determination of students with ASD. A total of 44 junior high school students with ASD were assigned to either an experimental group (n = 24) receiving the three-phased…

Virtual manipulatives are an emerging intervention to support students with disabilities in mathematics. Through a multiple probe across participants design, researchers examined use of an intervention package consisting of a virtual manipulative (i.e., the Two-Color Counter app-based manipulative) and the system of least prompts (SLP) to support…

Manipulatives support students with and without disabilities in mathematics. However, as students age, concrete manipulatives can be limiting and potentially not age appropriate (Satsangi, 2015). An alternative is virtual manipulatives, including app-based manipulatives. This study compared the use of app-based manipulatives to concrete…

Three students with mild to moderate intellectual and multiple disability, enrolled in a self-contained functional curriculum class were taught to use a self-monitoring checklist and science notebook to increase independence in inquiry problem-solving skills. Using a single-subject multiple-probe design, all students acquired inquiry…

An exploratory, observation-based study sought to strengthen understanding of the development of social communication skills that facilitate academic success, particularly within general education settings. Sixteen middle and high school students with Autism Spectrum Disorders (ASD), all of whom participated in at least one period per day of core…

This study was conducted to examine the effects literacy-based behavioral interventions have on improving the behavior of students with intellectual disability. A second purpose of this study was to determine if literacy-based behavioral interventions could be an effective intervention strategy when used simultaneously with a group of students…

The purpose of this study was to systematically replicate and extend previous studies of the TOUCHMATH program, a multi-sensory mathematics program (Bullock, Pierce, & McClellan, 1989). Three middle school students with moderate and multiple disabilities (e.g., autism and moderate intellectual disabilities) participated. Students were taught how…

Problem-solving instruction facilitates children in becoming successful real-world problem solvers. Research that incorporates problem-solving instruction has been limited for students with mild and moderate intellectual disabilities. However, this population of students needs increased opportunities to learn the skills of problem solving. Using a…

The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math to middle school students using adapted math problem stories and graphic organizers. The teacher…

In this review of literature, the author analyzed published research to determine the effectiveness of response card strategies on students with disabilities. The author determined that response cards are effective in increasing the number of opportunities that students respond, increasing the number of correct responses, increasing on-task…