[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597991-105":59,"doc-detail-597991-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","teaching-personal-finance-mathematical-problem-solving-to-individuals-with-moderate-intellectual-disability-abstract","Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability - Abstract","","Teaching mathematical problem-solving tied to purchasing and personal finance supports skill generalization and independence for individuals with moderate intellectual disabilities. Using a multiple-probe across-participant design, the study examined how modified schema-based instruction (MSBI) affected personal finance word-problem solving, purchases on sale or tipping, and use of a calculator or iDevice for three middle school students. MSBI with a calculator produced functional gains in addition and subtraction word problems and generalized to iDevices, with implications for practice and future research.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-personal-finance-mathematical-problem-solving-to-individuals-with-moderate-intellectual-disability-abstract/597991/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-personal-finance-mathematical-problem-solving-to-individuals-with-moderate-intellectual-disability-abstract/597991.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What problem does the study address for individuals with moderate intellectual disabilities?","Question",{"text":111,"@type":112},"It focuses on teaching mathematical problem solving related to purchasing and personal finance to support generalization and independence.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How was the intervention delivered in the study?",{"text":116,"@type":112},"The study used a multiple-probe across-participant design to evaluate modified schema-based instruction (MSBI).",{"name":118,"@type":109,"acceptedAnswer":119},"What devices were involved, and what was the key outcome?",{"text":120,"@type":112},"Participants used a calculator and an iDevice; MSBI using a calculator improved addition and subtraction word-problem solving and generalized to iDevices.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},597991,1792086096,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability  \nJenny Root, PhD, BCBA 1, Alicia Saunders, PhD2, Fred Spooner, PhD2, and Chelsi Brosh, MEd, BCBA2  \nCareer Development and Transition for Exceptional Individuals  \n2017, Vol. 40(1) 5–14  \n© Hammill Institute on Disabilities 2016 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/2165143416681288](DOI: 10.1177/2165143416681288)[ ](DOI: 10.1177/2165143416681288)[cdtei.sagepub.com](cdtei.sagepub.com)  \nAbstract  \nThe ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone oriPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant’s ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.  \nKeywords  \nmathematics, mathematical problem solving, severe disabilities, purchasing, calculator  \nManaging one’s finances is an important milestone toward financial security and responsibility (Bell, Burtless, Gornick, & Smeeding, 2006) . In general, the acquisition of academic skills has been found to be significantly related to positive outcomes in adult life (e.g., employment, citizenship, community living, Benz, Lindstrom, & Yovanoff, 2000; McDonnell, & Copeland, 2016; Phelps & HanleyMaxwell, 1997) . Skills in problem solving related to personal finance can increase independence and community integration. Acquiring the skills necessary to purchase goods and services increases the opportunities for individuals with intellectual disability (ID) to establish relationships within the community (Colyer & Collins, 1996), increase the quality of daily life (Cihak & Grim, 2008), gain greater control of their lives (Browder & Grasso, 1999), and live more independently (Morse & Schuster, 1996) . Instruction in solving word problems related to purchasing skills is the first step to generalization of personal finance problem solving in current and future environments.  \nPersonal finance, including spending, budgeting, and saving money, can be difficult for individuals with ID because of mathematical skill deficits (Hua, Woods-Groves, Kaldenberg, Lucas, & Therrien, 2015) . Although research on teaching mathematics to individuals with moderate and severe disabilities has historically had a strong emphasis on basic skills, such as dollar and coin identification, the instruction was decontextualized and focused on discrete  \nskills outside of their natural use (Browder, Spooner, Ahlgrim-Delzell, Harris, & Wakeman, 2008; Spooner, Root, Browder, & Saunders, 2016). Teaching mathematical computation simply addresses how to solve problems; however, it does not teach individuals when and why to apply the skills (Saunders, 2014) .  \nAlternatively, some research on teaching personal finance skills has shown that students with moderate and severe disabilities can be taught to use a debit card, which replaces the need for instruction on traditional forms of payment (e.g., Scott, Collins, Knight, & Kleinert, 2013; Rowe, CeaseCook, & Test, 2011) . While the use of a debit card is an important skill related to making purchases in the community, it does not account for the mathematical decisions that may need to be made, such as providing a tip or accounting for an item being on sal","cbCaiieNQ9diCIoY","https://ap.wps.com/l/cbCaiieNQ9diCIoY","pdf",550099,"English","# Abstract\n## Background and Rationale\n## Related Research and Instructional Approaches\n## Study Context and Evidence-Based Framework\n## Schema-Based Instruction (SBI) and Problem Types","[{\"question\":\"What problem does the study address for individuals with moderate intellectual disabilities?\",\"answer\":\"It focuses on teaching mathematical problem solving related to purchasing and personal finance to support generalization and independence.\"},{\"question\":\"How was the intervention delivered in the study?\",\"answer\":\"The study used a multiple-probe across-participant design to evaluate modified schema-based instruction (MSBI).\"},{\"question\":\"What devices were involved, and what was the key outcome?\",\"answer\":\"Participants used a calculator and an iDevice; MSBI using a calculator improved addition and subtraction word-problem solving and generalized to iDevices.\"}]","Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability - Abstract | PDF",25]