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ERIC Number: EJ789775
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: Author
Reference Count: 17
ISSN: ISSN-0748-8491
Using Brief Assessments to Select Math Fluency and On-Task Behavior Interventions: An Investigation of Treatment Utility
Gilbertson, Donna; Witt, Joseph C.; Duhon, Gary; Dufrene, Brad
Education and Treatment of Children, v31 n2 p167-181 2008
This study examined the utility of a brief assessment approach for identifying a potentially effective intervention to improve math performance and on-task behavior. Participants included four elementary students referred for intervention services in the general education classroom. A brief individual assessment was conducted with each participant to compare the relative effects of incentives (reward) and instruction on math fluency. For all four students, reward plus instruction resulted in elevated performance compared to reward alone. Following the brief assessment, the effects of intervention that included both rewards and instruction was evaluated using a multiple baseline design across subjects. In all four cases, improvement was observed in math fluency and on-task behavior with intervention on a moderate difficulty (instructional) level task. Results are discussed in terms of the utility of a brief assessment approach for identifying effective interventions for individuals struggling to achieve academic and behavioral success in regular education classrooms. (Contains 1 figure and 3 tables.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001