A study is presented on the strategies employed to solve additive change problems by three students with intellectual disabilities (two of them with autism spectrum disorder). The students followed a program involving modified schema-based instruction. The results show an improvement in the problem-solving skills of the three students, who achieved successful formal strategies associated with identifying the operation. We analyze the importance of adapting and/or emphasizing certain steps in the instruction process in order to tailor them to the difficulties of each student.

中文翻译：

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在智障学生中使用基于模式的改进教学解决加法问题的策略

一项关于解决三名智障学生（其中两名患有自闭症谱系障碍）的加性变化问题所采用的策略的研究。学生们遵循了一个涉及修改的基于模式的教学的程序。结果表明，这三名学生解决问题的能力得到了提高，他们获得了与识别操作相关的成功正式策略。我们分析了在教学过程中调整和/或强调某些步骤的重要性，以便根据每个学生的困难进行调整。