%0 Journal Article
%T A Meta
%A Corey J. Peltier
%A Josh J. Marbach
%A Kimberly J. Vannest
%J The Journal of Special Education
%@ 1538-4764
%D 2018
%R 10.1177/0022466918763173
%X Identifying mathematical interventions that practitioners can implement to improve the mathematical problem solving (PS) of students is a need for the field. Literature on the PS performance of students with disabilities has grown; recently, schema instruction (SI) has been suggested as an evidence-based practice. The purpose of this study was to meta-analyze single-case experimental designs (SCEDs) that implemented SI with students identified with disabilities. A total of 16 studies, with 61 students identified with disabilities met the inclusion criteria. Tau U was used to report intervention effects; this decision was made because it is more robust than other nonoverlap methods and is frequently reported in published meta-analyses of SCEDs. Moderator analyses included grade of participants, use of technology, disability category, and the type of problems taught. The weighted aggregated Tau U was 88.29% (90% confidence interval [CI] = [80.5%, 96.1%]). Moderator analysis and implications for practice are discussed
%K mathematics
%K meta-analysis
%K problem solving
%K schema instruction
%K single-case
%U https://journals.sagepub.com/doi/full/10.1177/0022466918763173