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Skinner CH, McClurg V, Crewdson M, Coleman MB, Bennett J, Fowler K, Killion JB. Alternating treatments designs: Interpretation challenges and design solutions for validating and comparing interventions. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22638] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Christopher H. Skinner
- Educational Psychology and Counseling The University of Tennessee Knoxville Tennessee USA
| | - Virginia McClurg
- Educational Psychology and Counseling The University of Tennessee Knoxville Tennessee USA
| | - Margaret Crewdson
- Educational Psychology and Counseling The University of Tennessee Knoxville Tennessee USA
| | - Mari Beth Coleman
- Educational Psychology and Counseling The University of Tennessee Knoxville Tennessee USA
| | - Jade Bennett
- Educational Psychology and Counseling The University of Tennessee Knoxville Tennessee USA
| | - Kristen Fowler
- Educational Psychology and Counseling The University of Tennessee Knoxville Tennessee USA
| | - J. Brooke Killion
- Educational Psychology and Counseling The University of Tennessee Knoxville Tennessee USA
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Fontenelle S, Poncy BC, Solomon BG, Schutte G, Loethen E. A Comparison of Taped Problems and Explicit Timing Interventions on Second-Grade Students’ Subtraction Fluency. SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.1080/2372966x.2020.1823796] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Solomon BG, Payne LL, Campana KV, Marr EA, Battista C, Silva A, Dawes JM. Precision of Single-Skill Math CBM Time-Series Data: The Effect of Probe Stratification and Set Size. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2019. [DOI: 10.1177/0734282919894096] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Comparatively little research exists on single-skill math (SSM) curriculum-based measurements (CBMs) for the purpose of monitoring growth, as may be done in practice or when monitoring intervention effectiveness within group or single-case research. Therefore, we examined a common variant of SSM-CBM: 1 digit × 1 digit multiplication. Reflecting how such measures are often used in contemporary research and practice, we examined the comparative reliability of three representative SSM-CBM set sizes of 8, 16, and 32 unique problems. In a separate study, we investigated the possible benefit of stratifying problems within operation and probe relative to random assignment. Findings suggest that SSM-CBM slope reliability benefits from explicit stratification and that set size is a relevant consideration. Implications for the selection and interpretation of SSM-CBMs when engaging in practice and research are discussed.
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Affiliation(s)
| | - Lexy L. Payne
- University at Albany, State University of New York, USA
| | | | - Erin A. Marr
- University at Albany, State University of New York, USA
| | | | - Alex Silva
- University at Albany, State University of New York, USA
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Poncy BC, Jaspers KE, Hansmann PR, Bui L, Matthew WB. A Comparison of Taped-Problem Interventions to Increase Math Fact Fluency: Does the Length of Time Delay Affect Student Learning Rates? JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2015. [DOI: 10.1080/15377903.2014.963273] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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