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Using Brief Assessments to Select Math Fluency and On-task Behavior Interventions: An Investigation of Treatment Utility

Using Brief Assessments to Select Math Fluency and On-task Behavior Interventions: An... Abstract: This study examined the utility of a brief assessment approach for identifying a potentially effective intervention to improve math performance and on-task behavior. Participants included four elementary students referred for intervention services in the general education classroom. A brief individual assessment was conducted with each participant to compare the relative effects of incentives (reward) and instruction on math fluency. For all four students, reward plus instruction resulted in elevated performance compared to reward alone. Following the brief assessment, the effects of intervention that included both rewards and instruction was evaluated using a multiple baseline design across subjects. In all four cases, improvement was observed in math fluency and on-task behavior with intervention on a moderate difficulty (instructional) level task. Results are discussed in terms of the utility of a brief assessment approach for identifying effective interventions for individuals struggling to achieve academic and behavioral success in regular education classrooms. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Using Brief Assessments to Select Math Fluency and On-task Behavior Interventions: An Investigation of Treatment Utility

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Publisher
West Virginia University Press
Copyright
Copyright © 2008 the Editorial Review Board
ISSN
1934-8924
Publisher site
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Abstract

Abstract: This study examined the utility of a brief assessment approach for identifying a potentially effective intervention to improve math performance and on-task behavior. Participants included four elementary students referred for intervention services in the general education classroom. A brief individual assessment was conducted with each participant to compare the relative effects of incentives (reward) and instruction on math fluency. For all four students, reward plus instruction resulted in elevated performance compared to reward alone. Following the brief assessment, the effects of intervention that included both rewards and instruction was evaluated using a multiple baseline design across subjects. In all four cases, improvement was observed in math fluency and on-task behavior with intervention on a moderate difficulty (instructional) level task. Results are discussed in terms of the utility of a brief assessment approach for identifying effective interventions for individuals struggling to achieve academic and behavioral success in regular education classrooms.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Aug 9, 2008

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