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ERIC Number: EJ1147771
Record Type: Journal
Publication Date: 2013-Jun
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-8705
EISSN: N/A
Allowing Students to Administer Their Own Interventions: An Application of the Self-Administered Folding-In Technique
Hulac, David M.; Wickerd, Garry; Vining, Odell
Rural Special Education Quarterly, v32 n2 p31-36 Jun 2013
This study sought to determine the efficacy of a self-administered folding-in technique to help fourth grade students at-risk for math difficulties improve their fluency with multiplication facts. The investigators used a multiple baseline across participants design during a two-phase intervention. While 4 of the 5 students made progress during the first phase of the intervention, all student participants demonstrated significant gains in math fact performance during the second phase of the intervention. During the second phase, the investigators divided the students' cards into known and unknown piles weekly. This preliminary research suggests interspersal technology may allow students to make progress on fluency tasks with limited adult supervision.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A