A Systematic Replication and Extension of Using Incremental Rehearsal to Improve Multiplication Skills: An Investigation of Generalization

The purpose of this study was to replicate and extend a previous study by Burns (Education and Treatment of Children 28: 237–249, 2005) examining the effectiveness of incremental rehearsal on computation performance. A multiple-probe design across multiplication problem sets was employed for one participant to examine digits correct per minute and percentage of digits correct on problems targeted during treatment and response maintenance sessions. Treatment occurred twice weekly across 12 weeks. Retention of target facts was measured prior to each treatment session. Treatment impact on generalized skills including single skill mastery probes, multiplying fractions, and word problems was examined. Results suggested that the participant achieved accurate and fluent performance on the problem sets. This performance was maintained over time and generalized to SSM, fraction, and word problem probes.     

A Meta-analysis of the Taped Problems Intervention

Taped problems is an intervention strategy for addressing mathematics fluency that has been evaluated in multiple single-case design studies. Although its efficacy has been supported in individual studies, no comprehensive quantitative synthesis has been conducted on taped problems. The purpose of this study was to synthesize the literature that examined this intervention using parametric and nonparametric effect size computations. We examined (a) the effectiveness of taped problems across effect size comparisons, (b) maintenance over time, (c) the degree to which studies met single-case design research standards, and (d) potential moderating variables. Parametric and nonparametric analyses yielded moderate and large effect sizes and indicated that taped problems appears to be an efficacious intervention.     

Comparing mathematics interventions: Does initial level of fluency predict intervention effectiveness?

A paucity of research has directly compared empirically supported interventions to examine their effectiveness among students with different mathematics fluency skills. The purpose of this study was to compare the effects of two empirically supported interventions and a control condition on the mathematics fluency of 98 second and third grade students. Specifically, effects of explicit timing and cover-copy-compare on subtraction fluency were examined each session, which occurred twice weekly for a total of six weeks. HLM was used to examine progress during the intervention sessions and determine the effect of initial fluency level on intervention effectiveness. Results suggested students' initial level of fluency impacted intervention effectiveness. That is, for students whose fluency levels fell within the frustrational range CCC and control conditions resulted in the best performance over time but for children whose fluency was in the instructional range explicit timing was the most effective treatment.     

Effects of video modeling on treatment integrity of behavioral interventions

We examined the effects of individualized video modeling on the accurate implementation of behavioral interventions using a multiple baseline design across 3 teachers. During video modeling, treatment integrity improved above baseline levels; however, teacher performance remained variable. The addition of verbal performance feedback increased treatment integrity to 100% for all participants, and performance was maintained 1 week later. Teachers found video modeling to be more socially acceptable with performance feedback than alone, but rated both positively.     

Effects of immediate performance feedback on implementation of behavior support plans

Research has focused on increasing the treatment integrity of school-based interventions by utilizing performance feedback. The purpose of this study was to extend this literature by increasing special education teachers' treatment integrity for implementing antecedent and consequence procedures in an ongoing behavior support plan. A multiple baseline across teacher-student dyads (for two classrooms) design was used to evaluate the effects of performance feedback on the percentage of antecedent and consequence components implemented correctly during 1-hr observation sessions. Performance feedback was provided every other week for 8 to 22 weeks after a stable or decreasing trend in the percentage of antecedent or consequence components implemented correctly. Results suggested that performance feedback increased the treatment integrity of antecedent components for 4 of 5 teachers and consequence components for all 5 teachers. These results were maintained following feedback for all teachers across antecedent and consequence components. Teachers rated performance feedback favorably with respect to the purpose, procedures, and outcome, as indicated by a social validity rating measure.     

Advancements in Procedural Fidelity Assessment and Intervention: Introduction to the Special Issue

Interest in procedural fidelity has grown rapidly since 1981 as evidenced by the growing numbers of research publications across disciplines on this topic. As a result, the past 30 years of research has yielded a variety of procedures to guide research and practice, which we hope translates into better educational practices and services. Despite our progress, much remains unknown. As an introduction to the special issue on advancements in procedural fidelity, this article will briefly describe the conceptual and definitional issues surrounding this topic, summarize the relevance of procedural fidelity to education and research, and highlight the articles in this issue that address proposed research priorities.     

Back to basics: training teachers to interpret curriculum‐based measurement data and create observable and measurable objectives

Historically the link between assessment data, IEP objectives, and instruction has been weak and cause for concern for educators, especially as accountability for schools and teachers has increased. In addition, IEP objectives have suffered from being too abstract or overly specific, possibly compounding the gap between objectives and instructional practices. Recently, focus has also emphasized the need for teachers to make data‐based instructional decisions. In order to increase the data‐based decision making of teachers, the first step may be to train teachers to interpret curriculum‐based measurement (CBM) data and translate these data into objective, measurable, and technically adequate objectives. A training package including modeling, practice, and performance feedback was used to instruct special education teachers to use CBM data to develop individualized, observable, and measurable educational objectives. A multiple baseline design across teachers was used to demonstrate that the treatment package resulted in teachers correctly using CBM data to formulate students' instructional goals and objectives. These results revealed that accurate use of CBM information was maintained without the treatment package and from simulated to actual student data. Copyright © 2005 John Wiley & Sons, Ltd.     

A Comparison of 1:1 Flashcards and a Tablet App on Student Mathematics Proficiency

Journal of Behavioral Education - There is a dearth of research comparing the effects of iPad technology and paper-and-pencil-delivered interventions on student mathematics outcomes. Nine studies...