Abstract
ABSTRACT This study evaluates the effectiveness of Modified Schema-Based Instruction (MSBI) and instructor support in enhancing mathematical problem-solving skills in a child with autism (ASD), focusing particularly on inconsistent language problems. We conducted a single-case analysis in Spain involving a 6-year-old participant, Sam, exploring his responses to different additive comparison problems, based on a structured instructional approach. Results indicate significant improvement in Sam's ability to understand and solve inconsistent language problems, demonstrating the potential of MSBI in educational settings for autistic children. This research contributes valuable insights into tailored instructional strategies that can aid in overcoming specific learning challenges faced by autistic students.
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