Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of which 11 met quality standards. Thirty-nine participants, all of whom participated in statewide alternate assessments, were included in these studies, the majority of whom were middle school students with intellectual disability. Four research teams explicitly targeted state content standards. The researcher served as interventionist in 82% of the studies. Although the overall effect size was very large (1.0 Tau), our findings suggest that MSBI is not yet an EBP for students with MSD. We provide an overview of current contextual factors and suggestions for future researchers to continue the investigation of MSBI.

改进的基于模式的教学（MSBI）是一种向中度和重度残疾（MSD）学生教授解决数学单词问题的策略。在这篇全面的综述中，我们探索了MSBI的研究现状，以确定MSBI是否是MSD学生的循证实践（EBP）。我们审查了12项研究，其中11项符合质量标准。这些研究包括三十九名参与者，他们全部参加了州范围内的替代评估，其中大多数是智力残疾的中学生。四个研究小组明确指定了州内容标准。在82％的研究中，研究人员担任干预专家。尽管总体效果非常大（1.0 Tau），但我们的研究结果表明，MSBI尚未成为MSD学生的EBP。