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ERIC Number: EJ1149654
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1938-2243
EISSN: N/A
Response to Intervention: Using Single-Case Design to Examine the Impact of Tier 2 Mathematics Interventions
Valenzuela, Vanessa V.; Gutierrez, Gabriel; Lambros, Katina M.
School Psychology Forum, v8 n3 p144-155 Fall 2014
An A-B single-case design assessed at-risk students' responsiveness to mathematics interventions. Four culturally and linguistically diverse second-grade students were given a Tier 2 standard protocol mathematics intervention that included number sense instruction, modeling procedures, guided math drill and practice of addition and subtraction facts, corrective feedback, Touch Math instruction, and reinforcement for on-task behavior. Weekly AIMSweb math computation probes were used to assess responsiveness to intervention. Nonresponders were provided with a second phase of Tier 2 intervention that included an extra day of intervention support. The Tier 2 multicomponent mathematics intervention differentiated responders from nonresponders and showed increases in fact computation. Data also suggest that modifications to Tier 2 support may be an important step to further differentiate responders from nonresponders prior to consideration of Tier 3. Implications of the findings will be discussed as they relate to applied practices in schools.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A