The effectiveness of Modified Conceptual Model-Based Instruction in teaching problem-solving skills to students with special learning disabilities

The main objective of this study was to investigate the effectiveness of modified conceptual model-based instruction package in teaching word problem-solving skills to students with special learning disabilities. One of the single subject research designs, a multiple-probe design with probe trials across subjects, was used in the present study. Participants were three 4th and 5th grade students and were aged between 10-11 years. The findings of the study showed that the modified conceptual model-based instruction package was effective in increasing students' performance in comparison word problems including one-step addition and subtraction, and also revealed that students maintained their performance two, four and six weeks after the intervention was completed. Moreover, it was determined that students could generalize their performance in comparison word problems including one-step addition and subtraction and the strategies they used to a real classroom setting. In addition, it was found out that students could generalize their strategy use to part-whole, separation and combination word problems including one-step addition and subtraction. Furthermore, data obtained through think-aloud protocols indicated that cognitive and metacognitive strategies used by each student in the pre-intervention phase increased and varied substantially in the post-intervention phase for each type of problems. Social validity data collected in the study showed that students, teachers, and parents expressed positive opinions about the study. Semi-structured interviews conducted with the students were also quite positive. The results of the present study were discussed in light of the relevant literature and recommendations for future research and practice were presented.