Examining the Impact of Group Size on the Treatment Intensity of a Tier 2 Mathematics Intervention within a Systematic Framework of Replication

Autor/inn/en	Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Kurtz-Nelson, Evangeline; Fien, Hank; Smolkowski, Keith; Baker, Scott K.
Titel	Examining the Impact of Group Size on the Treatment Intensity of a Tier 2 Mathematics Intervention within a Systematic Framework of Replication
Quelle	In: Journal of Learning Disabilities, 52 (2019) 2, S.168-180 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219418789376
Schlagwörter	Intervention; Program Effectiveness; Mathematics Instruction; Learning Problems; Kindergarten; Peer Teaching; Small Group Instruction; At Risk Students; Independent Study; Teaching Methods; Massachusetts (Boston); Stanford Early School Achievement Test + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lernproblem; Peer group teaching; Peer Group Teaching; Selbststudium; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Group size and treatment intensity are understudied topics in mathematics intervention research. This study examined whether the treatment intensity and overall intervention effects of an empirically validated Tier 2 mathematics intervention varied between intervention groups with 2:1 and 5:1 student-teacher ratios. Student practice opportunities and the quality of explicit instruction served as treatment intensity metrics. A total of 465 kindergarten students with mathematics difficulties from 136 intervention groups participated. Results suggested comparable performances between the 2:1 and 5:1 intervention groups on six outcome measures. Observation data indicated that student practice differed by group size. Students in the 5:1 groups received more opportunities to practice with their peers, while students in the 2:1 groups participated in more frequent and higher quality individualized practice opportunities. Implications in terms of delivering Tier 2 interventions in small-group formats and engaging at-risk learners in meaningful practice opportunities are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01