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The Effects Of Schema-Based Instruction On Word Problem Solving In Students With Disabilities, Tamika C. James
The Effects Of Schema-Based Instruction On Word Problem Solving In Students With Disabilities, Tamika C. James
Specialist in Education Degree (Ed.S.) Theses
Word problem solving is a difficult portion of the math curriculum for students with disabilities. Schema-based instruction is an intervention used to help these students increase their word problem solving performance. This study involves three 9th grade students (1 female and 2 male) who attended a public high school in the southeastern part of the United States. The intervention took place in a small group setting. A single subject multiple baseline across participants design was used to implement schema-based instruction. Results indicate growth in word problem solving among these students at the secondary level. Diagram generation and quality was …
The Effects Of Peer-Led Interventions, "Stay, Play, Talk", On Social Skills With Students With Autism, Elizabeth G. Deganian
The Effects Of Peer-Led Interventions, "Stay, Play, Talk", On Social Skills With Students With Autism, Elizabeth G. Deganian
Specialist in Education Degree (Ed.S.) Theses
The purpose of this study was to investigate the peer-led intervention, “Stay, Play, Talk” on three target social skills with elementary aged children with autism. The target skills are as follows: 1) initiating a greeting by either waving or saying, “hi”; 2) waiting his/her turn while playing a structured game/activity; and 3) staying close to a peer during a 10 minute free play period. A multiple probe across behaviors combined with a multiple probe across participants demonstrated that “Stay, Play, Talk” as an effective intervention for social skills on three participants served in an autism classroom. Additionally, this study examined …