Effects of a Math Single-Case Intervention on Word Problem-Solving in Students With Learning Disabilities and Emotional and Behavioral Disorders

IF 2.2 3区教育学 Q1 EDUCATION, SPECIAL

Exceptional Children Pub Date : 2024-04-24 DOI:10.1177/00144029241247037

Anne Barwasser, Sarah Schulze, Chiara Gieseler, Matthias Grünke

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Abstract

Word problem-solving is one major area in mathematics that has been identified as being particularly challenging for students, specifically for those with learning disabilities (LDs) and emotional and behavioral disorders (EBD). This study aims at evaluating the effects of a strategic math intervention with concept maps on the ability to solve word problems (addition and subtraction problems, number range of thousand) among students with LDs and EBD from the eighth grade. A multiple-baseline design across participants ( N = 9) was applied to evaluate the intervention, which was held three times a week over a 6-week period. Overall, the results demonstrated a functional relation between the amount of correctly solved word problem tasks and the intervention. All nine students improved in word problem-solving, as evidenced by the fact that more tasks were solved, with a higher score in the intervention phase compared with the baseline (between-case standardized mean difference was 1.84; 95% confidence interval [1.24, 2.44]). The social validity data display that all students found the intervention helpful but also partly exhausting. The limitations and implications of this study are discussed.

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数学单例干预对有学习障碍和情绪与行为障碍的学生解决文字问题的影响

解决文字问题是数学中的一个主要领域，已被确认为对学生，特别是有学习障碍（LDs）和情绪与行为障碍（EBD）的学生特别具有挑战性。本研究旨在评估使用概念图的策略性数学干预对八年级有学习障碍和情绪与行为障碍的学生解决文字问题（加减法问题、千位数范围）能力的影响。在为期 6 周的时间里，每周进行三次干预，对参与者（9 人）进行了多基线设计。总体而言，结果表明正确解决文字问题的任务量与干预之间存在函数关系。与基线相比，所有九名学生在解决文字问题方面都有进步，这表现在干预阶段解决的任务更多，得分更高（个案间标准化平均差异为 1.84；95% 置信区间 [1.24，2.44]）。社会有效性数据显示，所有学生都认为干预措施有帮助，但也有部分学生感到疲惫。本文讨论了本研究的局限性和影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Exceptional Children Multiple-

CiteScore

5.90

自引率

14.30%

发文量

期刊介绍： Exceptional Children, an official journal of The Council for Exceptional Children, publishes original research and analyses that focus on the education and development of exceptional infants, toddlers, children, youth, and adults. This includes descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, policy analyses, and registered reports. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.