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SELECTING EFFECTIVE INTERVENTIONS TO INCREASE MATH COMPUTATION FLUENCY VIA BRIEF EXPERIMENTAL ANALYSES
Author(s) -
Reisener Carmen D.,
Dufrene Brad A.,
Clark Chelsi R.,
Olmi D. Joe,
Tingstrom Daniel H.
Publication year - 2016
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21887
Subject(s) - fluency , psychological intervention , psychology , intervention (counseling) , variety (cybernetics) , mathematics education , multiple baseline design , computation , computer science , artificial intelligence , algorithm , psychiatry
In a response to intervention RtI paradigm, the use of brief experimental analyses (BEAs) for identifying effective interventions for elementary and middle school students struggling with math is a relatively new area of research. This investigation includes two studies, both of which employed a brief multielement design and an extended analysis to evaluate the effects of a variety of empirically supported math computation fluency interventions. Results indicated variability within and across the participants in response to the empirically supported interventions. Visual analysis of the data indicated that all students responded favorably to at least one intervention during the BEA. Additionally, all students demonstrated continued performance improvements during extended analyses and an intervention phase when the indicated intervention was implemented in isolation. Thus, this investigation supports the use of BEAs in identifying effective interventions for students struggling with mathematics computation fluency.