نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران
2 دانشیار روانشناسی تربیتی، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.
3 استاد روانشناسی تربیتی، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران
4 استادیار روانشناسی بالینی، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: Word problem-solving difficulties in students with mathematical learning disorders (MLD) are often linked to attention deficits. This study examines the impact of extended schema-based instruction (SBI) on improving cognitive and behavioral attention in second-grade students with MLD, emphasizing their cognitive challenges in solving mathematical word problems.
Methods: A single-subject multiple baseline design was employed with four second-grade students in Tabriz, Iran (2021-2022), selected using the Learning Disabilities Evaluation Scale (LDES). The "Pirate Math" protocol, targeting total and difference word problems, was implemented over 28 sessions (30 minutes each). Cognitive attention was assessed with the Integrated Visual and Auditory (IVA) test, behavioral attention with the SWAN scale, and data analyzed visually and quantitatively using R software.
Results: Visual analyses and nonoverlap indices (PEM) indicated significant improvements in cognitive attention (effect size: 2.49) and behavioral attention (effect size: -28.11).
Conclusions: SBI appears to enhance cognitive and behavioral attention through structured strategies, promoting greater attention and self-regulation. This study can inform the development of precise educational protocols tailored to the cognitive deficits of students with MLD.
کلیدواژهها [English]
Amso, D., & Scerif, G. (2015). The attentive brain: Insights from developmental cognitive neuroscience. Nature Reviews Neuroscience, 16(10), 606–619.
Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97. https://doi.org/10.1901/jaba.1968.1-91
Barlow, D., Nock, M., & Hersen, M. (2009). Single case experimental designs: Strategies for studying behavior change (3rd ed.). Boston, MA: Allyn and Bacon. Behavioral Statistics, 39(5), 368-393. https://doi.org/10.3102/1076998614547577
Briars, D. J., & Larkin, J. H. (1984). An integrated model of skill in solving elementary word problems. Cognition and Instruction, 1, 245–296.
Carpenter, T. P., & Moser, J. M. (1984). The acquisition of addition and subtraction concepts in grades one through three. Journal for Research in Mathematics Education, 15, 179-202.
Chung, K. H., & Tam, Y. H. (2005). Effects of cognitive-based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of Intellectual & Developmental Disability, 30, 207–216. https://doi.org/10.1080/13668250500349409.
Cirino, P. T., Fletcher , J. M., Ewing‐Cobbs, L., Barnes, M. A., Fuchs, L. S. (2007). Cognitive Arithmetic Differences in Learning Difficulty Groups and the Role of Behavioral Inattention. Journal of learning disabilities, 22(1). 25-35. https://doi.org/10.1111/j.1540-5826.2007.00228.x
Clements, D. H., Sarama, J., & Germeroth, C. (2016). Learning executive function and early mathematics: Directions of causal relations. Early Childhood Research Quarterly, 36, 79-90.
Dazy, S., Kadivar, P., Abdollahi, M. H., Hassanabadi, H. (2018). Applying Schema-Broadening Instruction to Remediate Word Problem Deficits among Second-Grade Students with Dyscalculia. Journal of Exceptional Children. 17 (4). 113-128. (in Persian).
Ebrahimi, M.S., Alizadeh, H., Ghobari bonab, B., Dastjerdi Kazemi, M., Bakhtiari, A. (2020). A meta analysis of response to intervention model based researches on improving the academic performance of students at risk of math disorder. Journal of Learning Disabilities. 9, 28.3-7. DOI: 10.22098/JLD.2020.919. (in Persian).
Fletcher, J.M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2006). Learning disabilities: From identification to intervention. New York: Guilford Press
Fuchs, L., Fuchs, D., Powell, S., Seethaler, P., Cirino, P., & Fletcher, J. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disabilities Quarterly, 31(2), 79-92.
Fuchs, L. S., Powell, S. R., Fall, A. M., Roberts, G., Cirino, P., Fuchs, D., & Gilbert, J. K. (2020). Do the processes engaged during mathematical word-problem solving differ along the distribution of word-problem competence? Contemporary Educational Psychology. 60, 101811 https://doi.org/10.1016/j.cedpsych.2019.101811
Fuchs, L. S., Fuchs, D., Finelli, R., Courey, S. J., & Hamlett, C. L. (2004). Expanding Schema-Based Transfer Instruction to Help Third Graders Solve Real-Life Mathematical Problems. American Educational Research Journal, 41(2), 419-445. https://doi.org/10.3102/00028312041002419
Fuchs, L. S., Fuchs, D., Malone, A. S., Seethaler, P. M., & Craddock, C. (2019). Chapter 12 - The Role of Cognitive Processes in Treating Mathematics Learning Difficulties. Volume 5 in Mathematical Cognition and Learning, 295-320. https://doi.org/10.1016/B978-0-12-815952-1.00012-8
Fuchs, L. S., Geary, D. C., Fuchs, D., Compton, D. L., & Hamlett, C. L. (2014). Sources of individual differences in emerging competence with numeration understanding versus multidigit calculation skill. Journal of Educational Psychology, 106, 482-498. http://dx.doi.org/10.1037/a0034444
Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D. Hamlett, C.L. & Zumeta, R. O. (2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. Journal of Educational Psychology, 101, 561-576. https://doi.org/10.1037/a0014701
Geary, D. C. (2004). Mathematics learning disabilities. Journal of Learning Disabilities, 37, 4-15. https://doi.org/10.1177/00222194040370010201
Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A five-year longitudinal study. Developmental Psychology, 47, 1539–1552. http://dx.doi.org/10.1037/a0025510
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., March, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (Practice Guide Report No. NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Gold, A. B., Ewing-Cobbs, L., Cirino, P., Fuchs, L. S., Stuebing, K. K., & Fletcher, J. M. (2013). Cognitive and behavioral attention in children with math difficulties. Child Neuropsychology, 19, 420-437. https://doi.org/10.1080/09297049.2012.690371
Jitendra, A. K., & Hoff, K. (1996). The effects of schema-based instruction on mathematical word-problem-solving performance of students with learning disabilities. Journal of Learning Disabilities, 29(4), 422-431. https://doi.org/10.1177/002221949602900410
Jitendra, A. K., & Star, J. R. (2011). Meeting the needs of students with learning disabilities in inclusive mathematics classrooms: The role of schema-based instruction on mathematical problem-solving. Theory In to Practice, 50, 12-19. https://doi.org/10.1080/00405841.2011.534912
Jitendra, A., & Xin, Y. P. (1997). Mathematical word problem-solving instruction for students with mild disabilities and students at risk for math failure: A research synthesis. The Journal of Special Education, 30(4), 412-438. https://doi.org/10.1177/002246699703000404
Johnson, M. H. (2011). Interactive specialization: A domain-general framework for human functional brain development. Developmental Cognitive Neuroscience, 1(1), 7-21.
Kintsch, W., & Greeno, J. G. (l985). Understanding and solving word arithmetic problems. Psychological Review, 92, 109-129. https://doi.org/10.1037/0033-295X.92.1.109
Ledford, J. R., Barton, E. E., Severini, K. E., & Zimmerman, K. N. (2019). A Primer on Single-Case Research Designs: Contemporary Use and Analysis. American journal on intellectual and developmental disabilities, 124(1), 35–56. https://doi.org/10.1352/1944-7558-124.1.35
Lindsay, R. L., Tomazic, T., Levine, M. D., & Accardo, P. J. (2001). Attentional function as measured by a continuous performance task in children with dyscalculia. Developmental and Behavioral Pediatrics, 22, 287–292. https://doi.org/10.1097/00004703-200110000-00002
Manolov, R., Guilera, G., & Solanas, A. (2017). Issues and advances in the systematic review of single-case research: A commentary on the exemplars. Remedial and Special Education, 38(6), 387-393. https://doi.org/10.1177/0741932517726143
Mayer, R. E. (1999). The promise of educational psychology: Vol. I. Learning in the content areas.
Morano, S., Ruiz, S., Hwang, J., Wertalik, J. L., Moeller, J., Karal, M. A., & Mulloy, A. (2017). Meta-analysis of single-case treatment effects on self-injurious behavior for individuals with autism and intellectual disabilities. Autism & Developmental Language Impairments, 2, 1–26. https://doi.org/10.1177/2396941516688399
National Mathematics Advisory Panel. (2008). Foundations for success: Final report of the National Mathematics Advisory Panel. Washington, DC: United States Department of Education.
Nelson, G., & Powell, S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities, 51, 523-539. https://doi.org/10.1177/0033319417714773
Parker, R. I., & Vannest, K. J. (2009). An improved effect size forsingle-case research: Nonoverlap of all pairs. Behavior Therapy,40, 357-367.
Parker, R. I., Vannest, K. J., & Davis, J. L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35(4), 303-322. https://doi.org/10.1177/0145445511399147
Passolunghi, M. C., & Pazzaglia, F. (2005). A Comparison of Updating Processes in Children Good or Poor in Arithmetic Word Problem-Solving. Learning & Individual Differences, 15(4), 257-269. https://doi.org/10.1016/j.lindif.2005.03.001
Pazoki S., Arjmandnia, A., ShokouhiYekta, M., Abbas, B. H., MoghaddamZadeh, A. (2023). Standardization of diagnostic and prescriptive learning disability evaluation scale (LDES-4) to improve learning quality of students with learning problems. Journal of Psychological Science. 22(127). 1259-1283. doi:10.52547/JPS.22.127.1259. (in Persian).
Peng, P., Wang, C., & Namkung, J. (2018). Understanding the Cognition Related to Mathematics Difficulties: A Meta-Analysis on the Cognitive Deficit Profiles and the Bottleneck Theory. Review of Educational Research, 88(3), 1-43. https://doi.org/10.3102%2F0034654317753350
Posner, M. I., & Petersen, S. E. (1990).The attention system of the human brain. Annual Review of Neuroscience, 13, 25-42. https://doi.org/10.1146/annurev.ne.13.030190.000325
Powell, S. R. (2011). Solving Word Problems using Schemas: A Review of the Literature. Learning Disabilities Research & Practice, 26(2), 94-108.
Powell, S. R., Cirino, P. T., & Malone, A. S. (2017). Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention. Exceptional Children, 83(4), 359-377. https://doi.org/10.1177/0014402917690728
Pustejovsky, J. E., Hedges, L. V., & Shadish, W. R. (2014). Design-comparable effect sizes in Multiple Baseline Designs: A General Modeling Framework. Journal of Educational and Behavioral Statistics. 39. 368-393. https://doi.org/10.3102/1076998614547577.
Rebecca, M., Pawel, J., & Matusz, G. S. (2018). The Control of Selective Attention and Emerging Mathematical Cognition: Beyond Unidirectional Influences. Elsevier. 111—126. https://doi.org/10.1016/B978-0-12-811529-9.00006-6
Reimers, T. M., Wacker, D. P., & Cooper, L. J. (1991). Evaluation of the acceptability of treatments for their children’s behavioral difficulties: Ratings by parents receiving services. Child & family behavior therapy. 13(2).53-71. DOI: 10.1300/j019v13n02_04
Sharifi, A., Rahimi, M., & Khayati, Gh. (2025). Investigating the Effectiveness of Active Physical Games Designed Based on Cognitive Skills on Attention Performance and Response Inhibition of Children with Attention Deficit/Hyperactivity Disorder. Cognit Strateg Learn, 13(24), 115-131. https://doi.org/10.22084/J.PSYCHOGY.2024.29560.2710 . (in Persian).
Soleymani, E., Abbasi, M., Toghyani, E. (2017). The effectiveness of cognitive-metacognitive strategies on the performance of attention- memory of students with ADHD. Cognit Strateg Learn, 4(7), 1-21. https://doi.org/10.22084/J.PSYCHOGY.2016.1661. (in Persian).
Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96, 471-491. https://doi.org/10.1037/0022-0663.96.3.471
Swanson, JM., Schuck, S., Porter, MM., Carlson, C., Hartman, CA., Sergeant, JA., Clevenger, W., Wasdell, M., McCleary, R., Lakes, K., & Wigal T. (2012). Categorical and Dimensional Definitions and Evaluations of Symptoms of ADHD: History of the SNAP and the SWAN Rating Scales. International Journal of Education and psychological assessment. 10(1), 51-70. PMID: 26504617; PMCID: PMC4618695.
Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990). Cognitive load as a factor in the structuring of technical material. Journal of Experimental Psychology: General, 119, 176-192.
Van der Sluis, S., de Jong, P. F., & van der Leij, A. (2004). Inhibition and shifting in children with learning deficits in arithmetic and reading. Journal of Experimental Child Psychology, 87(3), 239-66. https://doi.org/10.1016/j.jecp.2003.12.002
Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press. https://doi.org/10.3758/s13421-019-00926-4
What Works Clearinghouse. (2017). Procedures and Standards Handbook. Version 4.0. Retrieved from https://ies.ed.gov/ncee/wwc/Protocols# procedures.