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Evaluating the Impact of Session Len...

DeFouw, Emily R.

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Evaluating the Impact of Session Length on a Math Computation Fluency Intervention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Evaluating the Impact of Session Length on a Math Computation Fluency Intervention./
Author:	DeFouw, Emily R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	119 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
Contained By:	Dissertations Abstracts International81-12A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22618373
ISBN:	9781083294449

Evaluating the Impact of Session Length on a Math Computation Fluency Intervention.
DeFouw, Emily R.

Evaluating the Impact of Session Length on a Math Computation Fluency Intervention. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 119 p.

Source: Dissertations Abstracts International, Volume: 81-12, Section: A.

Thesis (Ph.D.)--University of Massachusetts Boston, 2020.

This item must not be sold to any third party vendors.

Interventions must not only be effective, but also implemented with fidelity and accordingly to strength, or treatment intensity (Yeaton & Sechrest, 1981). Understanding how to intensify an intervention between tiers is critical to Response-to-Intervention (RtI), a student-focused, tiered, problem-solving approach to delivering evidence-based intervention (Fuchs & Fuchs, 2006). When consulting research and practice guidelines, inconsistencies exist for how to most effectively and efficiently deliver math interventions (DeFouw et al., 2018). The present study used a packaged intervention (i.e., Cover-Copy-Compare and Words Problems; Codding et al., 2016) to examine the impact of varying the session length, or number of minutes per intervention session, on student outcomes (i.e., DCPM). The math intervention lead to improvements during the intervention phase and continual fluency gains during the verification phase.

ISBN: 9781083294449Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Math intervention

Evaluating the Impact of Session Length on a Math Computation Fluency Intervention.
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300 $a 119 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
500 $a Advisor: Collier-Meek, Melissa A.
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520 $a Interventions must not only be effective, but also implemented with fidelity and accordingly to strength, or treatment intensity (Yeaton & Sechrest, 1981). Understanding how to intensify an intervention between tiers is critical to Response-to-Intervention (RtI), a student-focused, tiered, problem-solving approach to delivering evidence-based intervention (Fuchs & Fuchs, 2006). When consulting research and practice guidelines, inconsistencies exist for how to most effectively and efficiently deliver math interventions (DeFouw et al., 2018). The present study used a packaged intervention (i.e., Cover-Copy-Compare and Words Problems; Codding et al., 2016) to examine the impact of varying the session length, or number of minutes per intervention session, on student outcomes (i.e., DCPM). The math intervention lead to improvements during the intervention phase and continual fluency gains during the verification phase.
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