Testing the Efficacy of a Tier 2 Mathematics Intervention: A Conceptual Replication Study

Autor/inn/en	Doabler, Christian T.; Clarke, Ben; Kosty, Derek B.; Kurtz-Nelson, Evageline; Fien, Hank; Smolkowski, Keith; Baker, Scott K.
Titel	Testing the Efficacy of a Tier 2 Mathematics Intervention: A Conceptual Replication Study
Quelle	In: Exceptional Children, 83 (2016) 1, S.92-110 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402916660084
Schlagwörter	Mathematics; Mathematics Achievement; Randomized Controlled Trials; Outcome Measures; Intervention; Statistical Analysis; Kindergarten; Mathematics Instruction; Pretests Posttests; Achievement Tests; Grade 1; Standardized Tests; Mathematics Tests; Experimental Groups; Control Groups; Stanford Achievement Tests; Stanford Early School Achievement Test + Suchen Sie Ihr Suchwort? Mathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; Mathematics lessons; Mathematikunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 01; 1. Schuljahr; Schuljahr 01; Standadised tests; Standardisierter Test
Abstract	The purpose of this closely aligned conceptual replication study was to investigate the efficacy of a Tier 2 kindergarten mathematics intervention. The replication study differed from the initial randomized controlled trial on three important elements: geographical region, timing of the intervention, and instructional context of the counterfactual. Similar to the original investigation, however, the current study tested the same intervention, used the same outcome measures and statistical analyses, and involved the same population of learners. A total of 319 kindergarten students with mathematics difficulties from 36 kindergarten classrooms participated in the study. Students who were randomly assigned to the treatment condition received the intervention in small-group formats, with 2 or 5 students per group. Control students participated in a no-treatment control condition. Significant effects on proximal and distal measures of mathematics achievement were found. Effect sizes obtained for all measures fell within or exceeded the upper bound of the effects reported in the initial study. Implications for systematically situating replication studies in larger frameworks of intervention research and reporting rates of treatment response across replication studies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06