Effects of computer-based graphic organizers to solve one-step word problems for middle school students with mild intellectual disability: A preliminary study.
Computer graphic organizers boost one-step word-problem solving for middle-school students with mild ID better than paper worksheets.
01Research in Context
What this study did
Three middle-school students with mild intellectual disability took part.
The team used Kidspiration 3 software to make computer graphic organizers.
Kids solved one-step word problems on screen instead of using paper worksheets.
A multiple-baseline design showed whether the tool helped.
What they found
All three students solved more word problems when they used the graphic organizers.
Paper worksheets alone produced lower scores.
The jump was clear soon after the computer tool was introduced.
How this fits with other research
McMillan et al. (1999) and Lancioni et al. (2000) already showed that computer pictures help adults with severe ID complete daily-living and vocational tasks.
Laugeson et al. (2014) now extends that idea to academic work in younger students with mild ID.
Newson et al. (2026) tried tutor-led math lessons and saw only small word-problem gains.
The computer graphic organizer in Laugeson et al. (2014) looks stronger for this skill, but the two studies used different age groups, so they do not truly clash.
Why it matters
If you teach math to students with mild ID, try dropping the worksheet and open a graphic-organizer program instead.
The visual boxes and arrows guide the student to pull out key numbers and choose the right operation.
You can run the lesson on any classroom computer with Kidspiration or a similar app.
Start with one-step problems; once the learner is fluent, move to trickier stories while keeping the same on-screen format.
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02At a glance
03Original abstract
The purpose of this study was to examine the effects of computer-based graphic organizers, using Kidspiration 3© software, to solve one-step word problems. Participants included three students with mild intellectual disability enrolled in a functional academic skills curriculum in a self-contained classroom. A multiple probe single-subject research design (Horner & Baer, 1978) was used to evaluate the effectiveness of computer-based graphic organizers to solving mathematical one-step word problems. During the baseline phase, the students completed a teacher-generated worksheet that consisted of nine functional word problems in a traditional format using a pencil, paper, and a calculator. In the intervention and maintenance phases, the students were instructed to complete the word problems using a computer-based graphic organizer. Results indicated that all three of the students improved in their ability to solve the one-step word problems using computer-based graphic organizers compared to traditional instructional practices. Limitations of the study and recommendations for future research directions are discussed.
Research in developmental disabilities, 2014 · doi:10.1016/j.ridd.2014.03.023