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October 11, 2025Education and training in autism and developmental disabilities

Are Schema-Based and Modified Schema-Based Instruction Evidence-Based Practices for Students with Disabilities? A Meta-Analysis

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Authors

ŞÖŞerife Yücesoy ÖzkanZCZulal CakmakZCZehra Cevher

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Overview

Meta-analysis finds schema-based and modified schema-based instruction improve word problem skills in students with disabilities, indicating strong intervention efficacy.

Key Points

  • Schema-based instruction achieved a weighted aggregated NAP of 97% for improving word problem solving.
  • Modified schema-based instruction yielded an even higher NAP of 99%, suggesting its strong potential as an evidence-based practice.
  • Eleven studies assessed using single-case experimental designs effectively demonstrated positive outcomes in students with disabilities.
  • Quality of studies was evaluated against rigorous standards, highlighting the importance of methodological quality in intervention research.

Cite This Study

Özkan et al. (2022) studied this question.

synapsesocial.com/papers/68e9b2e4ba7d64b6fc1333c7https://doi.org/10.1177/215416472205700408
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Effects of Modified Schema-Based Instruction to Teach Students With Autism to Solve Additive Compare Problems2024 · 2 citations
  2. 2Implementing schema instruction to support young children with word problems: A systematic review [Author Accepted Manuscript]2026
  3. 3Implementing schema instruction to support young children with word problems: A systematic review2026
  4. 4Using modified schema-based instruction to teach problem-solving to students with autism and language impairments: a single case design study2024 · 2 citations
  5. 5Using Modified Schema-Based Instruction to Teach Mathematical Problem Solving to Postsecondary Students With Extensive Support Needs2026