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Direct linkPoncy, Brian C.; Jaspers, Kathryn E.; Hansmann, Paul R.; Bui, Levita; Matthew, William B. – Journal of Applied School Psychology, 2015
An alternating treatments design with a control condition was used to evaluate and compare the effects of two taped-problem interventions on addition fact fluency. Both taped-problem interventions were identical with the exception of the time delay between the auditory cue of the problem and the answer. One condition used a 2-s delay and the other…
Descriptors: Control Groups, Experimental Groups, Intervention, Concept Formation
Poncy, Brian C.; McCallum, Elizabeth; Schmitt, Ara J. – Psychology in the Schools, 2010
Although basic math skill deficits are commonly encountered across elementary and secondary school students, few empirically validated, group-administered interventions are available for educators attempting to prevent or remedy such problems. This study compared the effectiveness of two theoretically distinct interventions for improving the…
Descriptors: Constructivism (Learning), Intervention, Instructional Effectiveness, Secondary School Students
Poncy, Brian C.; Skinner, Christopher H.; Axtell, Philip K. – Psychology in the Schools, 2010
A multiple-probe-across-problem-sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication-fact fluency development in seven third-grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group-administered, metronome-paced…
Descriptors: Maintenance, Multiplication, Remedial Instruction, Grade 3
