A growing body of literature supports the effectiveness of Modified Schema-Based Instruction (MSBI) to improve mathematical problem-solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches students to identify the problem structure and use a problem-solving heuristic to solve mathematical word problems. Previous research has primarily implemented MSBI in a one-on-one setting with a researcher as the interventionist. This study aimed to investigate the effects of a teacher-delivered MSBI in a small group format on the multiplicative word problem-solving skills of six middle school students with ASD/ID as well as their ability to generalize from word problems to video-based problems. Results of the multiple probe across participants design indicate a functional relation between MSBI and word problem-solving, but generalization varied across participants and maintenance was limited to two participants due to the coronavirus disease 2019 pandemic school closures. Implications for practice and future research are discussed.

越来越多的文献支持改进的基于模式的教学 (MSBI) 的有效性，以提高自闭症谱系障碍 (ASD) 和智力残疾 (ID) 学生的数学问题解决能力。MSBI 是一个干预包，它教学生识别问题结构并使用解决问题的启发式方法来解决数学单词问题。以前的研究主要在一对一的环境中实施 MSBI，研究人员作为干预者。本研究旨在调查教师以小组形式提供的 MSBI 对六名患有 ASD/ID 的中学生的乘法文字问题解决技能以及他们从文字问题概括为基于视频的问题的能力的影响. 跨参与者设计的多重探测结果表明 MSBI 与解决文字问题之间存在功能关系，但参与者之间的概括性不同，并且由于 2019 年冠状病毒病大流行学校停课，维护仅限于两名参与者。讨论了对实践和未来研究的影响。