The Effect of Schema Based Strategy and Self- Monitoring on Problem Solving Performance of Students with Mild Intellectual Disability

Abstract

The purpose of this study was to examine the effectiveness of schema based problem solving strategy intervention and self-monitoring strategy intervention on mathematical word problem solving skills of students with mild intellectual disabilities. Three students with mild intellectual disabilities, in grade 5 and 6, participated in the study. A multiple probe design across participants was used. Results indicated that participants acquired and maintained the word problem solving skills after schema-based intervention, but only one of them was able to generalize these skills to different instructors. In addition, findings demonstrated that self-monitoring strategy intervention increased the problem solving speed and accuracy of the two participants, while it did not lead to any significant change in the performance of the latter. Participants expressed their positive views about the use of schema and self-monitoring strategies. The implications for future research and practice were discussed.