NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1141569
Record Type: Journal
Publication Date: 2015-Sep
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0279-6015
An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes
Poncy, Brian C.; Solomon, Benjamin; Duhon, Gary; Skinner, Christopher; Moore, Kathryn; Simons, Sean
School Psychology Review, v44 n3 p289-305 Sep 2015
We aggregated and analyzed single-case research targeting math-fact fluency to investigate whether learning (behavior change) data were sufficient to summarize and compare intervention outcomes or if learning rate (learning/cumulative instructional time) data would provide divergent effect size (ES) results. We also extracted the curricular scope or set size data (how many items were targeted) and evaluated the relationship with obtained ESs. The results suggest that ESs calculated without accounting for cumulative instructional time and curricular scope result in different estimates of effect than ESs that do account for cumulative instructional time and curricular scope. Discussion focuses on the importance of using learning rate and curricular scope when comparing intervention effects and limitations associated with drawing relative-effectiveness conclusions by aggregating outcomes across studies.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A