Abstract:
Schema-based instruction (SBI) was used to examine the solving of proportional reasoning word problems for middle school students with high-incidence disabilities (HID). Seventh- and eighth-grade students with HID participated in the study. Students were randomly assigned to one of three groups. A multiple-baseline-across-groups design was utilized, which included baseline and staggered treatment phases. The SBI process consisted of nine lessons for all groups, lasting 35 minutes each, for 2-3 days per week.
