A Meta-Analysis of Schema Instruction Implemented in Single-Case Experimental Designs

Autor/inn/en	Peltier, Corey J.; Vannest, Kimberly J.; Marbach, Josh J.
Titel	A Meta-Analysis of Schema Instruction Implemented in Single-Case Experimental Designs
Quelle	In: Journal of Special Education, 52 (2018) 2, S.89-100 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918763173
Schlagwörter	Meta Analysis; Research Design; Problem Solving; Mathematics Instruction; Word Problems (Mathematics); Evidence Based Practice; Schemata (Cognition); Learning Disabilities; Intervention + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Forschungsdesign; Problemlösen; Mathematics lessons; Mathematikunterricht; Textaufgabe; Cognition; Schema; Kognition; Learning handicap; Lernbehinderung
Abstract	Identifying mathematical interventions that practitioners can implement to improve the mathematical problem solving (PS) of students is a need for the field. Literature on the PS performance of students with disabilities has grown; recently, schema instruction (SI) has been suggested as an evidence-based practice. The purpose of this study was to meta-analyze single-case experimental designs (SCEDs) that implemented SI with students identified with disabilities. A total of 16 studies, with 61 students identified with disabilities met the inclusion criteria. Tau U was used to report intervention effects; this decision was made because it is more robust than other nonoverlap methods and is frequently reported in published meta-analyses of SCEDs. Moderator analyses included grade of participants, use of technology, disability category, and the type of problems taught. The weighted aggregated Tau U was 88.29% (90% confidence interval [CI] = [80.5%, 96.1%]). Moderator analysis and implications for practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01