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Thi s study examined the effica cy of a brief math intervention using cognitive behaviour instruction (CBI) supplemented by a mnemonic cue system for a 5th grade student with math computation and flue ncy diffic ulties. Regrouping operations in addition and subtraction were the targeted skills. Curriculum-based measurements were conducted at the end of each session to monitor the student’s response to the intervention. Pre- and post-assessment with alternate forms of Key Math-Revised were also conducted. As compared to baseline performance, there was a 48% improvement in computing regrouping problems. The re was a greater effe ct on accuracy in computing addition than on subtraction problems requiring regrouping, based on the post-intervention assessment. The r esults are discussed in relation to previous intervention research incorporating CBI approaches aimed at promoting students’ cognitive, metacognitive, and selfregulatory skills for profic ient computation. ISSN 1918-5227 Pages 1- 16

WWW.com: A Brief Intervention to Bolster a 5th Grader's Regrouping Skills in Math