The effectiveness of schema-based approach on the gaining mathematical word problem solving skills of the individuals with autism spectrum disorder

It is important to teach word mathematics problem solving skills to individuals with developmental disorders because these skills are crucial for understanding cause and effect relationships. The aim of this study is to determine the effectiveness of schema-based approach on gaining and maintaining the mathematical word problem solving skills of individuals with Autism Spectrum Disorder (ASD). In this study, comparison mathematical word problems with ending quantity unknown were used. Another aim of the study is to determine the maintenance and generalization of this skill after instruction sessions end. Moreover, the ideas of the mothers and the teachers of the subjects about schema-based approach are asked in order to collect social validity data. Subjects of the study were three individuals, with ASD who were 9, 11 and 14 years old. Multiple probe design with probe trials across subjects was used which is one of the single subject research models. The effectiveness of schema-based approach on teaching mathematical word problems has been analyzed graphically. The results of the study show that schema-based approach increases the mathematical word problem solving skill performance of subjects with ASD. It is observed that all of the subjects have maintained this performance during first, 3rd and 5th weeks after instruction sessions. Furthermore, the generalization data shows that two subjects could also solve the comparison problems with difference quantity unknown. Social validity results were gathered from the mothers and the teachers of the subjects and show that both of the groups' ideas about schema-based approach on teaching mathematical word problem solving skills are positive.