Selecting Effective Mathematics Interventions in the RtI Process via Brief Experimental Analyses
The treatment utility of brief experimental analyses (BEAs) for identifying effective treatments for individual students experiencing mathematics difficulties is a novel area of research; especially in a Response-to-Intervention (RtI) framework. One fourth and three sixth grade students served as participants in the current study. The effects of a variety of evidence-based mathematics computation fluency interventions were examined in a BEA format. Effective treatments identified from the BEA for each participant were alternated during an extended analysis. The results of the current investigation indicated variability within and across participants in response to a variety of evidence-based interventions. Visual analysis of the data collected during the extended analysis revealed that effective interventions identified during the BEA produced greater gains than the least effective condition for all students. Hence, the current study provides preliminary evidence for the treatment utility of BEAs in identifying effective math computation fluency interventions.