The Utility of Brief Experimental Analysis and Extended Intervention Analysis in Selecting Effective Mathematics Interventions
Document Type
Article
Publication Date
6-1-2012
School
Psychology
Abstract
The present study evaluated the utility of brief experimental analysis (BEA) in predicting effective interventions for increasing the math fluency of 3 elementary students identified as having math skill deficits. Baseline data were collected followed by implementation of a BEA consisting of the following interventions: cover, copy, and compare, taped problems (TP), and math to mastery (MTM). An extended analysis phase using an alternating treatments design compared all 3 interventions against the results of the BEA. Two follow-up measurements were taken 5 days and 15 days after termination of the extended intervention analysis phase. Results indicated the BEA correctly predicted the most effective intervention for enhancing math fluency for all 3 students. Comparison of the intervention conditions revealed the MTM intervention to be the most effective intervention for 2 of the 3 students, while the TP intervention was the most efficient for 2 of the 3 students.
Publication Title
Journal of Behavioral Education
Volume
21
Issue
2
First Page
99
Last Page
118
Recommended Citation
Mong, M. D.,
Mong, K. W.
(2012). The Utility of Brief Experimental Analysis and Extended Intervention Analysis in Selecting Effective Mathematics Interventions. Journal of Behavioral Education, 21(2), 99-118.
Available at: https://aquila.usm.edu/fac_pubs/21498
