Response to Intervention: Using Single-Case Design to Examine the Impact of Tier 2 Mathematics Interventions

Autor/inn/en	Valenzuela, Vanessa V.; Gutierrez, Gabriel; Lambros, Katina M.
Titel	Response to Intervention: Using Single-Case Design to Examine the Impact of Tier 2 Mathematics Interventions
Quelle	In: School Psychology Forum, 8 (2014) 3, S.144-155 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	Response to Intervention; Mathematics Instruction; Grade 2; Elementary School Students; At Risk Students; Program Effectiveness; Modeling (Psychology); Drills (Practice); Addition; Subtraction; Feedback (Response); Positive Reinforcement; Computation; Minority Group Students; Mathematics Achievement; Achievement Gains; Curriculum Based Assessment; California + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 02; 2. Schuljahr; Schuljahr 02; Modeling; Modelling; Modellierung; Subtraktion; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Kalifornien
Abstract	An A-B single-case design assessed at-risk students' responsiveness to mathematics interventions. Four culturally and linguistically diverse second-grade students were given a Tier 2 standard protocol mathematics intervention that included number sense instruction, modeling procedures, guided math drill and practice of addition and subtraction facts, corrective feedback, Touch Math instruction, and reinforcement for on-task behavior. Weekly AIMSweb math computation probes were used to assess responsiveness to intervention. Nonresponders were provided with a second phase of Tier 2 intervention that included an extra day of intervention support. The Tier 2 multicomponent mathematics intervention differentiated responders from nonresponders and showed increases in fact computation. Data also suggest that modifications to Tier 2 support may be an important step to further differentiate responders from nonresponders prior to consideration of Tier 3. Implications of the findings will be discussed as they relate to applied practices in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01