BRITTNEY KLAUSER KIMBERLY DEBOTH BALL STATE UNIVERSITY APRIL 23, 2014 Schema Based Math Intervention

Case Information & Problem Description Student: Johnny Grade Level: 5 Problem: Johnny can complete numerical calculations and he has the ability to read adequately HOWEVER he cannot apply operations to solve mathematical story problems. Example:  Johnny can solve:  15 x 4  Johnny cannot solve:  How much money do you need to buy 4 pencils if they each cost 15 cents?

Goal of Intervention Complete math word problems with 90% accuracy after 10 weeks of intervention Measured by:  AIMSweb Math CAP  Weekly Progress Monitoring

Intervention Plan Materials Needed  Curriculum or teacher developed word/story problems  Recording Sheet  AIMSweb Access Frequency & Duration  30 Minutes per session  3 times per week for 10 weeks  Progress Monitoring: AIMSweb Math Cap once per week Person Responsible:  Interventionist

Intervention Plan 1. Introduce word problem structures 2. Present a word problem with one type of structure Structure: Group or Combine (Two smaller parts make a whole) Key words: altogether, together, how many Problem: Kelly bought 3 apples and 2 oranges. How many pieces of fruit did Kelly buy? Visual Representation: Kelly’s Apple Kelly’s Orange 5 Pieces of Fruit

Intervention Plan 3. Guided practice: Present another problem of the same structure to the student -Complete 2 intervention sessions 4. Guided practice: Incorporate a mix of previously taught structures -Complete 2 intervention sessions 5. Independent practice -Utilize word problem strategy guide

Word Problem Strategy Guide Problem Identification  Restate problem in your own words  Identify type of problem Problem Representation  Draw a visual representation  Fill in the values from the problem Problem Solution  Solve the problem with learned strategies

Recording Sheet

Baseline Data & Progress Monitoring AIMSweb Math Cap  Standardized measure for general mathematics problem solving Duration: 8 minutes Baseline: three data points prior to intervention Progress Monitoring: Data collected once a week for 10 weeks during the last session by the interventionist Mathematic Domains for Grade 5  Numbers sense, operations, patterns & relationships, measurement, geometry, probability, algebra

Schema Based Instruction Strategy Schema-based instruction increased correct number of word problems  Jitendra, A.K. & Hoff, K. (1996). The effects of schema-based instruction on the mathematical word-problem-solving performance of students with learning disabilities. Journal of Learning Disabilities, 29, Teaching specific instruction strategies improves math skills for students with math disabilities  Zheng, X., Flynn, L.J. & Swanson, H.L. (2013). Experimental intervention studies on word problem solving and math disabilities: A selective analysis of the literature. Learning Disability Quarterly, 36,