A Virtual Adaptation of the Taped Problems Intervention for Increasing Math Fact Fluency

Autor/inn/en	McCallum, Elizabeth; Schmitt, Ara J.; Aspiranti, Kathleen B.; Mahony, Kristen E.; Honaker, Alyson C.; Christy, Laurie A.
Titel	A Virtual Adaptation of the Taped Problems Intervention for Increasing Math Fact Fluency
Quelle	In: School Psychology, 37 (2022) 5, S.388-398 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCallum, Elizabeth) ORCID (Schmitt, Ara J.) ORCID (Mahony, Kristen E.) ORCID (Honaker, Alyson C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000510
Schlagwörter	Mathematics Education; Distance Education; Program Effectiveness; Subtraction; Elementary School Students; Problem Solving; Mathematical Concepts; Mathematics Skills; Evidence Based Practice; Audio Equipment; Worksheets; Generalization; Grade 2; Females; Remedial Mathematics; Intervention; Reinforcement; COVID-19; Pandemics; School Closing + Suchen Sie Ihr Suchwort? Mathematische Bildung; Distance study; Distance learning; Fernunterricht; Subtraktion; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Audio-CD; School year 02; 2. Schuljahr; Schuljahr 02; Weibliches Geschlecht; Positive Verstärkung; School closings; Schule; Schließung; Schließung (von Schulen)
Abstract	In response to restrictions on visitors within school buildings during the COVID-19 pandemic, the evidence-based math fact fluency procedure known as the taped problems intervention was adapted for use in a virtual setting. The present study used a multiple-probe across participants design to evaluate the effects of the adapted intervention on the subtraction fact fluency of three elementary school students with varying degrees of math difficulties. Researchers also measured whether fluency gains would generalize to subtraction fact family problems that were not targeted within the study procedures. Visual analysis of results indicated math fluency improvements across all students, regardless of initial performance level, but no evidence of generalization effects for any participant. Additionally, to further investigate intervention effects, two effect size measures were calculated (WC-SMD and NAP) and each participant's rate of improvement was measured in two ways. Slopes (digits correct per minute [DCM] gains per session) of baseline and intervention phases were compared, and DCM gains per intervention time were investigated. Discussion focuses on implications for providing academic interventions in virtual learning environments, the importance of direct instruction for subtraction fact fluency, as well as future directions for researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01