Proportional Reasoning Word Problem Performance for Middle School Students with High-Incidence Disabilities (HID)

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dc.contributor.advisorKing-Sears, Margaret
dc.contributor.authorBrawand, Anne
dc.creatorBrawand, Anne
dc.date.accessioned2013-08-19T21:14:48Z
dc.date.available2013-08-19T21:14:48Z
dc.date.issued2013-08
dc.description.abstractSchema-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.
dc.format.extent287 pages
dc.identifier.urihttps://hdl.handle.net/1920/8340
dc.language.isoen
dc.rightsCopyright 2013 Anne Brawand
dc.subjectSpecial education
dc.subjectMathematics
dc.subjectMathematics
dc.subjectMiddle school students
dc.subjectProportional reasoning
dc.subjectSBI
dc.subjectStudents with HID
dc.subjectWord problems
dc.titleProportional Reasoning Word Problem Performance for Middle School Students with High-Incidence Disabilities (HID)
dc.typeDissertation
thesis.degree.disciplineSpecial Education
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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