This study, which used a multiple baseline across participants’ design, examines the effectiveness of a modified schemabased instructional approach to improve the mathematical word problem solving performance of three students with mild intellectual disability, two of whom had an autism spectrum disorder. Following the intervention, the three students improved their performance when solving addition and subtraction change word problems; however, their performance was inconsistent on change word problems. The effects of the instruction were generalized to two-step addition and
subtraction word problems for the three participants. Moreover, the results were generalized to an untrained setting and
were maintained 8 weeks after the instruction. The implications of these findings for teaching problem-solving skills to
students with intellectual disability are discussed.
