Using Intensive Intervention to Improve Mathematics Skills of Students with Disabilities: Project Evaluation Report

Autor/inn/en	Petscher, Yaacov; Zumeta Edmonds, Rebecca; Arden, Sarah; Weingarten, Zachary
Institution	American Institutes for Research (AIR)
Titel	Using Intensive Intervention to Improve Mathematics Skills of Students with Disabilities: Project Evaluation Report
Quelle	(2020), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Achievement; Students with Disabilities; Student Needs; Program Effectiveness; Individualized Instruction; Grade 1; Grade 2; Elementary School Students; Middle School Students; Mathematics Skills; Achievement Gains; Skill Development; Learning Disabilities; Intervention; Washington; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualisierender Unterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Mathematics ability; Achievement gain; Leistungssteigerung; Kompetenzentwicklung; Qualifikationsentwicklung; Learning handicap; Lernbehinderung
Abstract	The purpose of this project evaluation was to assess the impact of data-based individualization (DBI) on the mathematics achievement of students with intensive mathematics learning needs, including students with disabilities. The evaluation study used a cluster randomized trial in which elementary schools were randomly assigned to treatment using a delayed-intervention design. Since this was a development project, the evaluation delineated between the primary, confirmatory impact question and exploratory research questions. The confirmatory question included students in Grades 1-2 and was concerned with the relationship of one year of DBI implementation support in comparison with a business-as-usual, delayed intervention group. Because of the developmental, iterative nature of the project, exploratory questions were concerned with cumulative longitudinal relations between years of DBI implementation support between two cohorts of elementary schools. In addition, project staff supported DBI implementation pilot in two middle schools and tracked student progress in those sites. Analytic results provided preliminary evidence to suggest that there may be contextual factors that govern the likelihood a student will profit from DBI. In addition, schools may require significant ongoing support to sustain implementation. (As Provided).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01