Abstract
Cox, S. K., & Root, J. R. (2021). Development of Mathematical Practices Through Word Problem–Solving Instruction for Students With Autism Spectrum Disorder. Exceptional Children, 87(3), 326–343. https://doi.org/10.1177/0014402921990890
The following were incorrect in the initial OnlineFirst and print versions of this article. They have been corrected online as described here for the article published in Volume 87, issue 3.
In Figure 1, the following note was added:
Note. The multiplicative comparison schema was adapted from “The Effect of Schema-Based Instruction in Solving Word Problems: An Emphasis on Pre-Algebraic Conceptualization of Multiplicative Relations,” by Y. P. Xin, 2008, Journal for Research in Mathematics Education, 39(5), p. 540 (https://www-jstor-org-443.web.bisu.edu.cn/stable/40539313). Copyright National Council of Teachers of Mathematics. The proportion schema was first published in “Modified Schema-Based Instruction to Develop Flexible Mathematics Problem Solving Strategies for Students With Autism Spectrum Disorder,” Remedial and Special Education, 41(3), p. 5 (https://doi.org/10.1177/0741932518792660). Copyright Hammill Institute on Disabilities. The heuristic was adapted from “Modified Schema-Based Instruction to Encourage Mathematical Practice Use for a Student With Autism Spectrum Disorder” by S. K. Cox, J. R. Root, K. Goetz, and K. Taylor, 2021, Education and Training in Autism and Developmental Disabilities, 56(2), p. 195 (https://www.proquest.com/docview/2599642704). Copyright Division on Autism and Developmental Disabilities.
The following reference was revised:
Cox, S. K., & Root, J. R. (in press). Modified schema-based instruction to encourage mathematical practice use for a student with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities. was changed to Cox, S. K., Root, J. R., Goetz, K., & Taylor, K. (2021). Modified schema-based instruction to encourage mathematical practice use for a student with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 56(2), 190–204. https://www.proquest.com/docview/2599642704
The following reference was added:
Xin, Y. P. (2008). The effect of schema-based instruction in solving word problems: An emphasis on pre-algebraic conceptualization of multiplicative relations. Journal for Research in Mathematics Education, 39(5), 526–551. https://www-jstor-org.web.bisu.edu.cn/stable/40539313