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.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (DSM-V) (5th ed.). American Psychiatric Publishing.
2.
AroT.EklundK.ElorantaA. K.AhonenT.RescorlaL. (2022). Learning disabilities elevate children's risk for behavioral-emotional problems: Differences between LD types, genders, and contexts. Journal of Learning Disabilities, 55(6), 465–481. https://doi.org/10.1177/00222194211056297
3.
BenzS.PowellS. (2020). The influence of behavior on performance within a word-problem intervention for students with mathematics difficulty. Remedial and Special Education, 42(3), 182–192. https://doi.org/10.1177/0741932520923063
4.
BillingsleyG. M.ThomasC. N.WebberJ. A. (2018). Effects of student choice of instructional method on the learning outcomes of students with comorbid learning and emotional/behavioral disabilities. Learning Disability Quarterly, 41(4), 213–226. https://doi.org/10.1177/0731948718768512
5.
BrieschA. M.ChafouleasS. M.NeugebauerS. R.Riley-TillmanT. C. (2013). Assessing influences on intervention implementation: Revision of the usage rating profile-intervention. Journal of School Psychology, 51(1), 81–96. https://doi.org/10.1016/j.jsp.2012.08.006
6.
BrowderD. M.SpoonerF.LoY.SaundersA. F.RootJ. R.Ley DavisL.BroshC. R. (2018). Teaching students with moderate intellectual disability to solve word problems. The Journal of Special Education, 51(4), 222–235. https://doi.org/10.1177/0022466917721236
7.
BruhnA.McdanielS.KreighC. (2015). Self-monitoring interventions for students with behavior problems: A systematic review of current research. Behavioral Disorders, 40(2), 102–121. https://doi.org/10.17988/BD-13-45.1
8.
ClausenA. M.TappM. C.PenningtonR. C.SpoonerF.TeasdellA. (2021). A systematic review of modified schema-based instruction for teaching students with moderate and severe disabilities to solve mathematical word problems. Research and Practice for Persons with Severe Disabilities, 46(2), 94–107. https://doi.org/10.1177/15407969211007561
9.
CookS. C.CollinsL. W.MorinL. L.RiccominiP. J. (2020). Schema-based instruction for mathematical word problem solving: An evidence-based review for students with learning disabilities. Learning Disability Quarterly, 43(2), 75–87. https://doi.org/10.1177/0731948718823080
DavisL.SpoonerF.SaundersA. (2022). Efficacy of peer-delivered mathematical problem-solving instruction to students with extensive support needs. Exceptional Children, 89(1), 101–118. https://doi.org/10.1177/00144029221098764
12.
DröseJ.PredigerS. (2021). Identifying obstacles is not enough for everybody: Differential efficacy of an intervention fostering fifth graders’ comprehension for word problems. Studies in Educational Evaluation, 68(100953), 1–29. https://doi.org/10.1016/j.stueduc.2020.100953
13.
DröseJ.PredigerS.MarcusA. (2017). Umgang mit Textaufgaben: Hinweise zu den Diagnose- und Förderbausteinen [dealing with word-problems: notes on the diagnostic and support modules]. In PredigerS.SelterC.HußmannS.NührenbörgerM. (Eds.), Mathe sicher können: Förderbausteine und Handreichungen [doing math confidently: support modules and handouts] (pp. 72–85). Cornelsen.
14.
DuPaulG. J.MorganP. L.FarkasG.HillemeierM. M.MaczugaS. (2016). Academic and social functioning associated with attention-deficit/hyperactivity disorder: Latent class analyses of trajectories from kindergarten to fifth grade. Journal of Abnormal Child Psychology, 44(7), 1425–1438. https://doi.org/10.1007/s10802-016-0126-z
15.
FuchsD.FuchsL. S.VaughnS. (2014). What is intensive instruction and why is it important?TEACHING Exceptional Children, 46(4), 13–18. https://doi.org/10.1177/0040059914522966
16.
FuchsL. S.ZumetaR. O.SchumacherR. F.PowellS. R.SeethalerP. M.HamlettC. L.FuchsD. (2010). The effects of schema-broadening instruction on second graders’ word-problem performance and their ability to represent word problems with algebraic equations: A randomized control study. Elementary School Journal, 110(4), 440–463. https://doi.org/10.1086/651191
17.
HottB. L.PeltierC.HeinigerS.PalaciosM.LeM. T.ChenM. (2021). Using schema-based instruction to improve the mathematical problem-solving skills of a rural student with EBD. Learning Disabilities, 19(2), 127–142. https://eric. ed.gov/?id=EJ1314840
18.
KongJ. E.OroscoM. J. (2016). Word-problem-solving strategy for minority students at risk for math difficulties. Learning Disability Quarterly, 39(3), 171–181. https://doi.org/10.1177/0731948715607347
19.
KongJ. E.SwansonH. L. (2019). The effects of a paraphrasing intervention on word problem-solving accuracy of English learners at risk of mathematic disabilities. Learning Disability Quarterly, 42(2), 92–104.
20.
KongJ. E.YanC.SercekiA.SwansonH. L. (2021). Word-problem-solving interventions for elementary students with learning disabilities: a selective meta-analysis of the literature. Learning Disability Quarterly, 44(4), 248–260. https://doi.org/10.1177/0731948721994843
21.
KuhlJ.SinnerD.EnnemoserM. (2012). Training quantity-number competencies in students with intellectual disabilities. Journal of Cognitive Education and Psychology, 11(2), 128–142. https://doi.org/10.1891/1945-8959.11.2.128
22.
LandrumT. J.KauffmanJ. M. (2013). Characteristics of emotional and behavioral disorders of children and youth (10th ed.). Pearson.
23.
LedfordJ. R.LambertJ. M.PustejovskyJ. E.ZimmermanK. N.HollinsN.BartonE. E. (2023). Single-case-design research in special education: Next-generation guidelines and considerations. Exceptional Children, 89(4), 379–396. https://doi.org/10.1177/00144029221137656
24.
LeiQ.XinY. P. (2023). A synthesis of mathematical word problem-solving instructions for English learners with learning disabilities in mathematics. Review of Education, 11, e3396. https://doi.org/10.1002/rev3.3396
25.
LeinA. E.JitendraA. K.HarwellM. R. (2020). Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. Journal of Educational Psychology, 112(7), 1388–1408. https://doi.org/10.1037/edu0000453
LosinskiM. L.EnnisR. P.SandersS. A.NelsonJ. A. (2019). A meta-analysis examining the evidence-base of mathematical interventions for students with emotional disturbances. The Journal of Special Education, 52(4), 228–241. https://doi.org/10.1177/0022466918796200
28.
LuiselliJ. K.ReedD. D. (2011). Social validity. In GoldsteinS.NaglieriJ. A. (Eds.), Encyclopedia of child behavior and development (pp. 1406). Springer.
29.
ManolovR.ArnauJ.SolanasA.BonR. (2010). Regression-based techniques for statistical decision making in single-case designs. Psicothema, 22(4), 1026–1032. https://doi.org/10.7334/psicothema2010.72
30.
MaritaS.HordC. (2017). Review of mathematics interventions for secondary students with learning disabilities. Learning Disability Quarterly, 40, 29–40. https://doi.org/10.1177/0731948716657495
31.
MontagueM.EndersC.DietzS. (2011). Effects of cognitive strategy instruction on math problem solving of middle school students with learning disabilities. Learning Disability Quarterly, 34(4), 262–272. https://doi.org/10.1177/0731948711421762
32.
Moser OpitzE.ReusserL.Moeri MüllerM.AnlikerB.WittichC.FreesemannO. (2010). BASIS-MATH 4-8: Basisdiagnostik Mathematik für die Klassen 4-8. Hans Huber.
33.
MyersJ. A.WitzelB. S.PowellS. R.LiH.PigottT.XinY. P.HughesE. M. (2022). A meta-analysis of mathematics word- problem solving interventions for elementary students who evidence mathematics difficulties. Review of Educational Research, 92(5), 695–742. https://doi.org/10.3102/00346543211070049
OgundeleM. O. (2018). Behavioural and emotional disorders in childhood: A brief overview for paediatricians. World Journal of Clinical Pediatrics, 7(1), 9–26. https://doi.org/10.5409/wjcp.v7.i1.9
36.
ParkerR. I.VannestK. J.DavisJ. L.SauberS. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284–299. https://doi.org/10.1016/j.beth.2010.08.006
37.
PeltierC.LingoM. E.DeardorffM. E.AutryF.ManwellC. R. (2020). Improving word problem solving of immediate, generalized, and combined structured problems via schema-based instruction. Exceptionality, 28(2), 92–108. https://doi.org/10.1080/09362835.2020.1727336
38.
PeltierC.MorinK. L.VannestK. J.HaasA.PulosJ. M.PeltierT. K. (2022). A systematic review of student-mediated math interventions for students with emotional or behavior disorders. Journal of Behavioral Education, 31, 216–242. https://doi.org/10.1007/s10864-021-09454-1
39.
PeltierC.VanDerHeydenA. M.HottB. L. (2022). Strategies to help students solve addition and subtraction word problems. Beyond Behavior, 31(1), 29–41. https://doi.org/10.1177/10742956211072260
40.
PeltierC.VannestK. J.MorinK. L.SinclairT. E.SalleseM. R. (2020). A systematic review of teacher-mediated interventions to improve the mathematical performance of students with emotional and behavioral disorders. Exceptionality, 28(2), 121–141. https://doi.org/10.1080/09362835.2020.1771717
41.
PettreyK. V.LastrapesR. E.MooneyP. (2022). Developing self-monitoring skills in mathematics for students with emotional and behavioral disorders. Beyond Behavior, 31(1), 65–75. https://doi.org/10.1177/00224669231168373
PustejovskyJ. E.ChenM.HamiltonB.GrekovP. (2023). scdhlm: A web-based calculator for between-case standardized mean differences (Version 0.7.2) [Web application]. https://jepusto.shinyapps.io/scdhlm.
44.
RaffertyL. A.RaimondiS. L. (2009). Self-monitoring of attention versus self-monitoring of performance: Examining the differential effects among students with emotional disturbance engaged in independent math practice. Journal of Behavioral Education, 18(4), 279–299. https://doi.org/10.1007/s10864-009-9092-7
45.
RoethlisbergerF. J.DicksonW. J. (1939). Management and the worker. Harvard University Press.
46.
RootJ. R.BrowderD. M.SaundersA. F.LoY. -Y (2017). Schema-based instruction with concrete and virtual manipulatives to teach problem solving to students with autism. Remedial and Special Education, 38(1), 42–52. https://doi.org/10.1177/074193251664 3592
47.
RootJ. R.CoxS. K.McConomyM. A. (2022). Teacher-implemented modified schema-based instruction with middle-grade students with autism and intellectual disability. Research and Practice for Persons With Severe Disabilities, 47(1), 40–56. https://doi.org/10.1177/15407969221076147
48.
RootJ. R.IngelinB.CoxS. K. (2021). Teaching mathematical word problem solving to students with autism spectrum disorder: A best-evidence synthesis. Education and Training in Autism and Developmental Disabilities, 56(4), 420–436.
49.
SheffieldK. I. M.WallerR. J. (2010). A review of single-case studies utilizing self-monitoring interventions to reduce problem classroom behaviors. Beyond Behavior, 19(2), 7–13.
50.
ShinM.BryantD. P.PowellS. R.JungP.-G.OkM. W.HouF. (2021). A meta-analysis of single-case research on word-problem instruction for students with learning disabilities. Remedial and Special Education, 42(6), 398–411. https://doi.org/10.1177/0741932520964918
51.
SlocumT. A.PinkelmanS. E.JoslynP. R. (2022). Threats to internal validity in multiple-baseline design variations. Perspectives on Behavior Science, 45, 619–638. https://doi.org/10.1007/s40614-022-00326-1
52.
TanP.PadillaA.LambertR. (2022). A critical review of educator and disability research in mathematics education: A decade of dehumanizing waves and humanizing wakes. Review of Educational Research, 92(6), 871–910. https://doi.org/10.3102/00346543221081874
VolpeR. J.CasaleG.MohiyeddiniC.GroscheM.HennemannT.BrieschA. M.DanielsB. (2018). A universal behavioral screener linked to personalized classroom interventions: Psychometric characteristics in a large sample of German schoolchildren. Journal of School Psychology, 66(1), 25–40. https://doi.org/10.1016/j.jsp.2017.11.003
55.
WeiX.LenzK. B.BlackorbyJ. (2013). Math growth trajectories of students with disabilities: Disability category, gender, racial, and socioeconomic status differences from ages 7 to 17. Remedial and Special Education, 34(3), 154–165. https://doi.org/10.1177/0741932512448253
WitzelB.MyersJ.RootJ.Freeman-GreenS.RiccominiP.MimsP. (2024). Research should focus on improving mathematics proficiency for students with disabilities. The Journal of Special Education, 57, 240–247. https://doi.org/10.1177/00224669231168373
58.
WolfeK.DickensonT. S.MillerB.McGrathK. V. (2019). Comparing visual and statistical analysis of multiple baseline design graphs. Behavior Modification, 43(3), 361–388. https://doi.org/10.1177/0145445518768723
59.
WoodwardJ.BeckmannS.DriscollM.FrankeM.HerzigP.JitendraA.KoedingerK. R.OgbuehiP. (2012). Improving mathemati- cal problem solving in grades 4 through 8: A practice guide (NCEE 2012–4055). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/wwc/publications_reviews.aspx# pubsearch/
60.
ZhengX.FlynnL. J.SwansonH. L. (2013). Experimental intervention studies on word problem solving and math disabilities: A selective analysis of the literature. Learning Disability Quarterly, 36(2), 97–111. https://doi. org/10.1177/0731948712444277
