Small Group Mathematical Problem Solving Instruction for Elementary Students with Intellectual and Developmental Disabilities.

The purpose of this study was to further address the “for whom” in the question of the effectiveness of modified schema-based instruction (MSBI) to teach mathematical problem solving to students with intellectual and developmental disability by evaluating whether positive outcomes from prior research would be replicated with elementary students in a different context. We aimed to analyze the “under what conditions” variable and assess feasibility of teacher-implemented MSBI in a small group. This study evaluated the effect of teacherimplemented MSBI in a small-group setting on level of independence in and maintenance of mathematical problem solving for elementary students with extensive support needs in semi-rural Australia. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]