An analysis of schema-based instruction as an effective math intervention for middle school students diagnosed with emotional behavioral disorders or identified as at-risk in Texas

Abstract

This study gathered data on the effectiveness of schema-based instruction (SBI) as a viable math intervention for students either diagnosed with emotional behavioral disorders or classified as at-risk for failing math. Also, SBI is a potentially effective instrument to utilize during Response to Intervention procedures. There is an enormous demand for identifying successful math interventions for students, regardless of disability. Today, teachers simply do not have the resources or proper training to implement many of the academic interventions recommended by researchers. Time constraints also limit the successful implementation of strategies that could be beneficial to struggling students. As such, it is imperative the educator use strategies that are both effective and simple to execute in the classroom.

In this study, a single subject multiple baseline design across participants was used to determine the effectiveness of SBI on increasing student comprehension of math word problems as demonstrated by increased test scores. Also, the effects were analyzed in the absence of the intervention. Based on the results of this study, SBI demonstrates promise as a viable and effective math intervention that should be considered for struggling students, including those diagnosed with emotional behavioral disorders.