Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism

By Sarah B. Rockwell, C. Griffin, H. Jones. 2011

88 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8d3e554abb8be7c5a56e18ceaceaf8de5bd97802

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Ya-yu Lo
2. Seth A. King
3. Kimberly A. Davidson
4. Alicia F. Saunders
5. D. Browder
6. C. Lemons
7. Jenny R. Root

In Developmental and Educational Psychology

1. Jenny R. Root
2. D. Browder
3. Alicia F. Saunders
4. Ya-yu Lo
5. Seth A. King
6. Kimberly A. Davidson
7. C. Lemons
8. F. Spooner

In Statistics and Probability

1. Jenny R. Root
2. D. Browder
3. Alicia F. Saunders
4. Ya-yu Lo

Citations in the corpus

• Review of Evidence-based Mathematics Interventions for Students with Autism Spectrum Disorders (2015, unknown): “Academic interventions were included in seven of the reviewed articles (Banda & Kubina Jr., 2010; Bouck et al., 2014; Cihak & Foust, 2008; Fletcher et al., 2010; Rapp et al., 2012; Rockwell et al., 2011; Whitby, 2013), while functional interventions categorized four of the articles (Burton et al.”
• Mathematics Interventions for Individuals with Autism Spectrum Disorder: A Systematic Review (2016, unknown): “Strategy instruction included counting-on (Cihak and Grim 2008) and methods for breaking down word problems (e.g., mnemonics, organizers, recognition of component steps; Levingston et al. 2009; Rockwell et al. 2011; Schaefer-Whitby 2013; Yakubova et al. 2015).”
• Schema-Based Instruction With Concrete and Virtual Manipulatives to Teach Problem Solving to Students With Autism (2017, methodology): “Two challenges can arise in applying SBI like that of Rockwell et al. (2011) to students who have both ASD and ID.”
• Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability (2019, background): “An additional barrier to mathematical problem solving for individuals with ASD/ID is the semantic language involved in solving word problems (Rockwell et al., 2011).”
• Math Interventions for Students With Autism Spectrum Disorder (2016, background): “Rockwell, Griffin, and Jones (2011) trained a student to identify specific forms of addition and subtraction problems and to sort numbers from the problem into a diagram corresponding with the problem format.”