The effectiveness of a comprehensive intervention on word problem solving for elementary school students with ADHD: POVM+ schema based instruction

Abstract

This study aimed to extend the use of video-based Instructions (VBI) by using point-of-view video modeling (POVM), schema based-word problem solving method and peer tutoring to teach addition-subtraction word problem solving to students with ADHD. When core mathematic instruction is not enough to address skill deficits of students with ADHD, more intensive interventions are required to support student learning and comprehensive interventions with strong instructional components may use to help improve achievement of students with mathematics difficulties. The video presentation of the instruction via POVM allows for development of procedural knowledge as participants can view instruction of problem-solving steps. A single-case multiple probe across participants, experimental design was used with three participants. As shown on the single subject graphic all three participants not only demonstrated mastery of the skill, but also maintained the skill several weeks after the intervention ended and they were able to teach the skill to their tutees. This means participants completed the three different types of word addition and subtraction problems independently. All participants were successful and shared that they enjoyed learning about word problem solving using the video instruction, supporting the social validity of this intervention.