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ERIC Number: EJ1150826
Record Type: Journal
Publication Date: 2017-Aug
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0938-8982
Examining Implementation of Intensive Intervention in Mathematics
Schumacher, Robin F.; Zumeta Edmonds, Rebecca; Arden, Sarah V.
Learning Disabilities Research & Practice, v32 n3 p189-199 Aug 2017
Promising findings from controlled research studies often fail to be transferred to and implemented in schools successfully. This problem is particularly apparent when considering implementation of evidence-based practices related to complex systems such as response to intervention (RTI) and other multitiered intervention frameworks in mathematics. This article addresses the challenges schools face when implementing intensive intervention in mathematics with a data-based individualization (DBI) framework. Preliminary findings from the first year of a formative evaluation study that addressed school-based implementation of DBI include (a) factors that impacted readiness for DBI, (b) the application of DBI at school sites, and (c) the importance of ongoing coaching and consultation. We then discuss practical implications for schools and districts when planning for intensive intervention in mathematics.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED), Office of Innovation and Improvement
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: U411C140029