Date of Award
Spring 2026
Degree Type
Honors College Thesis
Academic Program
Psychology BS
Department
Psychology
First Advisor
Dr. Emily DeFouw
Advisor Department
Psychology
Abstract
This study utilized a brief experimental analysis (BEA) to examine the effects of taped problems (TP) alone and in combination with brief therapeutic interventions on math fact fluency and math anxiety in elementary-aged students with language disorders. Math anxiety was assessed pre- and post-intervention using the Early Elementary School Abbreviated Math Anxiety Scale (EES-AMAS), a standardized measure for examining math anxiety levels in young students, and math fact fluency was measured using 2-minute Curriculum-Based Measurement (CBM) probes. Results indicated that TP-only was associated with improvements in digits correct per minute (DCPM) for most participants; further, the addition of therapeutic interventions did not consistently produce significant gains in math fact fluency. Changes in math anxiety were minimal, which may have been influenced by relatively low baseline math anxiety levels among participants. Overall, findings suggest that while TP may be an effective intervention for improving math fact fluency in some students with language disorders, the effectiveness of therapeutic interventions may vary across individuals. These results highlight the importance of individualizing intervention selection for students with language disorders and the need for further research examining the relationship between math anxiety and academic performance in this population.
Copyright
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Recommended Citation
Simon, Erin, "Utilizing a Brief Experimental Analysis to Examine Therapeutic Interventions on Math Anxiety and Math Fact Fluency in School-Age Children" (2026). Honors Theses. 1137.
https://aquila.usm.edu/honors_theses/1137