Problem solving skills promote independence in current and future environments for individuals with disabilities. This presentation describes an intervention that systematically taught word problem solving across math standards to a fully included bilingual student with autism who uses AAC. Acceptability and impact of the intervention will be discussed via video testimonials from teachers, parents, and the student. Implications for generalization across settings will be discussed. After this sessions, participants will be able to discuss the evidence-based practices that were used to design and implement the mathematics intervention. After this session, participants will be able to explain the importance of word problem solving instruction for students with moderate/severe disabilities for their success in current and future settings. After this session, participants will be able to describe features of the intervention which led to successful implementation in the general education setting. After this session, participants will be able to identify the benefits of schema-based mathematical problem solving instruction for students with moderate/severe disabilities and see how a modified approach to schema-based instruction can be used to teach students with moderate/severe disabilities through video examples.
Alicia Saunders, Jenny Root, Diane Browder, Fred Spooner