Schema-Based Strategy Instruction and the Mathematical Problem-Solving Performance of Two Students with Emotional or Behavioral Disorders

The purpose of this study was to analyze the effects of schema instruction on the mathematical problem solving of students with emotional or behavioral disorders (EBD). The participants were two fourth-grade students identified with EBD. The intervention package consisted of schema instruction, strategy instruction on problem-solving heuristics (i.e., understand the problem, make a plan, carry out the plan, check), and the use of reinforcement for task completion. The study used a single case experimental design (SCED) to establish a functional relation between the intervention package and problem-solving performance. A functional relation was established and results demonstrated an improvement in problem solving on addition/subtraction and multiplication/division word problems. The Tau-U effect size was used to corroborate visual analysis results. The Tau-U for participants 1 and 2 was 100% and 96%, respectively. The students and special education teacher reported that schema instruction was a socially valid intervention.