Teaching middle school students with learning disabilities to solve word problems using a schema-based approach

The present study investigated the effectiveness of a schema strategy on th e mathematical word-problem-solving performance of 4 sixth- and seventh-gra de students (2 girls, 2 boys) with learning disabilities. A multiple-baseli ne design across students and across two behaviors was used. Results indica ted that the schema strategy led to an increase in word-problem-solving per formance for all 4 students. Further, these results were maintained at a 2 and 4 weeks follow-up. and all 4 students' performance on two-step word pro blems (M = 86% correct) at the end of the study surpassed that of the norma tive sample (M = 54% correct). Student treatment acceptability ratings reve aled that the strategy was helpful in solving word problems.