Does Intervention Session Length Matter? A Comparison of a Math Intervention across Three Durations

Autor/inn/en	DeFouw, Emily R.; Collier-Meek, Melissa A.; Daniels, Brian; Codding, Robin S.; Veiga, Margarida
Titel	Does Intervention Session Length Matter? A Comparison of a Math Intervention across Three Durations
Quelle	In: Journal of Behavioral Education, 32 (2023) 3, S.500-526 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeFouw, Emily R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-021-09460-3
Schlagwörter	Mathematics Education; Program Length; Response to Intervention; Program Effectiveness; Mathematics Achievement; Grade 1; Elementary School Students + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	Understanding how to intensify an intervention is critical to implementing response-to-intervention (RtI), a tiered, problem-solving framework to deliver evidence-based interventions per student needs. Research and practice guidelines provide conflicting recommendations for delivering math interventions (i.e., treatment intensity) within RtI. The present study used an adapted alternating treatment design to examine the impact of varying the session length, or number of minutes per intervention session, on student outcomes (i.e., digits correct per min, DCPM). Four female first-grade students identified in the frustrational range (i.e., less than 14 DCPM) for subtraction computation received a packaged intervention (i.e., Cover-Copy-Compare and Schema-Based Word Problem Instruction). The math intervention during the shortest (i.e., 10-min) session length led to similar improvements compared to two of the recommended session length conditions (i.e., 20-40 min) for three out of four students. Following the 5-week intervention, all four students reached an instructional level (i.e., 14-31 DCPM) for the intervention targets, similarly, across all three session length conditions. Implications for research on treatment intensity, math interventions, and RtI are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01