Intervening with Multiplication Fact Difficulties: Examining the Utility of the Instructional Hierarchy to Target Interventions |
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Authors: | Maki Kathrin E. Zaslofksy Anne F. Knight Stevie Ebbesmeyer Amelia M. Chelmo-Boatman Ashley |
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Affiliation: | 1.Department of Special Education, School Psychology, and Early Childhood Studies, University of Florida, 2-188 Norman Hall, Gainesville, FL, 32611, USA ;2.Department of Counseling and School Psychology, University of Wisconsin-River Falls, River Falls, WI, 54022, USA ;3.Department of Educational Psychology, Ball State University, Muncie, IN, 47306, USA ; |
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Abstract: | Examining the use of conceptual frameworks such as the instructional hierarchy (IH) to drive academic interventions represents an important area of inquiry in order to understand why an intervention was effective. However, to date, the IH has only been examined retroactively to explain the effectiveness of math interventions and has not been used to drive intervention implementation based on students’ needs. Therefore, the current study used a multiple baseline single-case design to examine the utility of the IH to determine an appropriately targeted acquisition (incremental rehearsal) or proficiency (timed drill) intervention for difficulties with multiplication facts. Students first received the contraindicated intervention (i.e., non-targeted) and then their correctly targeted intervention. Results showed that all students demonstrated greater fluency growth during their targeted intervention and that students in need of an acquisition intervention also demonstrated greater multiplication fact retention and growth rate during their targeted intervention. The utility of the IH as a heuristic to correctly target interventions based on students’ baseline skill levels is discussed. |
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