Selecting Effective Interventions to Increase Math Computation Fluency Via Brief Experimental Analyses

Authors

Carmen D. Reisener, Spaulding Youth CenterFollow
Brad A. Dufrene, University of Southern MississippiFollow
Chelsi R. Clark, Southern University of New OrleansFollow
D. Joe Olmi, University of Southern MississippiFollow
Daniel H. Tingstrom, University of Southern MississippiFollow

Document Type

Article

Publication Date

1-1-2016

Department

Psychology

Abstract

In a response to intervention RtI paradigm, the use of brief experimental analyses (BEAs) for identifying effective interventions for elementary and middle school students struggling with math is a relatively new area of research. This investigation includes two studies, both of which employed a brief multielement design and an extended analysis to evaluate the effects of a variety of empirically supported math computation fluency interventions. Results indicated variability within and across the participants in response to the empirically supported interventions. Visual analysis of the data indicated that all students responded favorably to at least one intervention during the BEA. Additionally, all students demonstrated continued performance improvements during extended analyses and an intervention phase when the indicated intervention was implemented in isolation. Thus, this investigation supports the use of BEAs in identifying effective interventions for students struggling with mathematics computation fluency.

Publication Title

Psychology in the Schools

Volume

53

Issue

1

First Page

39

Last Page

57

Recommended Citation

Reisener, C. D., Dufrene, B. A., Clark, C. R., Olmi, D., Tingstrom, D. H. (2016). Selecting Effective Interventions to Increase Math Computation Fluency Via Brief Experimental Analyses. Psychology in the Schools, 53(1), 39-57.
Available at: https://aquila.usm.edu/fac_pubs/15019