Intervening with Multiplication Fact Difficulties: Examining the Utility of the Instructional Hierarchy to Target Interventions

Autor/inn/en	Maki, Kathrin E.; Zaslofksy, Anne F.; Knight, Stevie; Ebbesmeyer, Amelia M.; Chelmo-Boatman, Ashley
Titel	Intervening with Multiplication Fact Difficulties: Examining the Utility of the Instructional Hierarchy to Target Interventions
Quelle	In: Journal of Behavioral Education, 30 (2021) 4, S.534-558 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09388-0
Schlagwörter	Intervention; Multiplication; Mathematics Instruction; Learning Problems; Student Needs; Case Studies; Retention (Psychology); Heuristics; Mathematics Skills; Teaching Methods; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Multiplikation; Mathematics lessons; Mathematikunterricht; Lernproblem; Case study; Fallstudie; Case Study; Merkfähigkeit; Heuristik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	Examining the use of conceptual frameworks such as the instructional hierarchy (IH) to drive academic interventions represents an important area of inquiry in order to understand why an intervention was effective. However, to date, the IH has only been examined retroactively to explain the effectiveness of math interventions and has not been used to drive intervention implementation based on students' needs. Therefore, the current study used a multiple baseline single-case design to examine the utility of the IH to determine an appropriately targeted acquisition (incremental rehearsal) or proficiency (timed drill) intervention for difficulties with multiplication facts. Students first received the contraindicated intervention (i.e., non-targeted) and then their correctly targeted intervention. Results showed that all students demonstrated greater fluency growth during their targeted intervention and that students in need of an acquisition intervention also demonstrated greater multiplication fact retention and growth rate during their targeted intervention. The utility of the IH as a heuristic to correctly target interventions based on students' baseline skill levels is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01