Examination of a Parent-Mediated Detect, Practice, and Repair Procedure to Improve Math Fact Fluency

Autor/inn/en	Martin, Ryan J.; Codding, Robin S.; Collier-Meek, Melissa A.; Gould, Kaitlin M.; DeFouw, Emily R.; Volpe, Robert J.
Titel	Examination of a Parent-Mediated Detect, Practice, and Repair Procedure to Improve Math Fact Fluency
Quelle	In: School Psychology Review, 48 (2019) 4, S.293-308 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.17105/SPR-2018-0022.V48-4
Schlagwörter	Mathematical Concepts; Mathematics Skills; Concept Formation; Intervention; Family Environment; Parents as Teachers; Elementary School Students; Grade 2; Addition; Subtraction; Program Effectiveness; Video Technology; Parent Education; Feedback (Response); Barriers; Performance; Error Correction; Drills (Practice); Teaching Methods + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Concept learning; Begriffsbildung; Familienmilieu; School year 02; 2. Schuljahr; Schuljahr 02; Subtraktion; Parents education; Elternbildung; Elternschule; Achievement; Leistung; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Fact fluency is an important prerequisite to mastering more complex and abstract mathematics principles. Delivering math interventions in the home setting may be a feasible way to expose students to necessary supports and improve math outcomes. The present study utilized a multiple baseline design across parent-student dyads to examine the impact of Detect, Practice, and Repair, modified to be implemented by parents in the home environment, on the fluency of basic addition and subtraction facts of 4 second-grade students. Video modeling and performance feedback were used to train and support parents during implementation. Math fact fluency improved across all students, with 2 students reaching mastery levels, and progress was maintained following intervention. Video modeling alone was insufficient for parent training, although performance feedback was effective in improving parents' procedural fidelity. Considerations regarding social validity and suggestions for future research are discussed. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01