The K-N-W-S graphic organizer intervention package did not produce statistically significant pretest-to-posttest gains in word problem solving for students with disabilities in the treatment group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? SWD in the treatment group showed no statistically significant difference between pretest (M = 32.25) and posttest (M = 39.00) scores. → Delisio 2018

Evidence¶

Delisio 2018¶

Delisio, L. A., Bukaty, C. A., & Taylor, M. (2018). Effects of a Graphic Organizer Intervention Package on the Mathematics Word Problem Solving Abilities of Students with Autism Spectrum Disorders. The Journal of Special Education Apprenticeship, 7(2). https://eric.ed.gov/?id=EJ1185372

q2 · i? · causal · r1

Dependent t-test on curriculum-based measure scores for SWD in the treatment group (n = 20). The article reports no statistically significant difference between pretest and posttest means of "32.25" and "39.00" (p > .05).

"No statistically significant difference between pretest (M = 32.25) and posttest (M = 39.00) was found for SWD in the treatment group (p > .05)."

Discussion¶

Related Claims¶

• Two of three students with ASD declined in word problem solving performance from pretest to posttest after the intervention — related
• SWD in both treatment and control groups showed a statistically significant pretest-to-posttest improvement on question 8 — related
• No statistically significant difference was found between posttest scores of SWD in the treatment group and SWD in the control group — related
• TTPS intervention students improved their problem-solving performance from pretest to posttest while comparison students did not — related