A Systematic Replication and Extension of Using Incremental Rehearsal to Improve Multiplication Skills: An Investigation of Generalization

Robin S. Codding1, Jillian Archer1, James E. Connell2
1Department of Counseling & School Psychology, Graduate College of Education, University of Massachusetts, 100 Morrissey Boulevard, Boston, MA, 02125, USA
2School Psychology Program, Psychological Studies in Education, Temple University, Philadelphia, PA, USA

Tóm tắt

Từ khóa


Tài liệu tham khảo

Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7th ed.). Upper Saddle River: Pearson Merrill Prentice Hall.

American Psychological Association. (2002). Criteria for evaluating treatment guidelines. American Psychologist, 57, 1052–1059.

Barlow, D. H., & Hersen, M. (1984). Single case experimental designs: Strategies for studying behavior change (2nd ed.). Boston: Allyn and Bacon.

Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. Behavior Analyst, 19, 163–197.

Burns, M. K. (2005). Using incremental rehearsal to practice multiplication facts with children identified as learning disabled in mathematics computation. Education and Treatment of Children, 28, 237–249.

Burns, M. K., VanDerHeyden, A. M., & Jiban, C. (2006). Assessing the instructional level for mathematics: A comparison of methods. School Psychology Review, 35, 401–418.

Codding, R. S., Hilt-Panahon, A., Panahon, C., & Benson, J. (2009). Addressing mathematics computation problems: A review of simple and moderate intensity interventions. Education and Treatment of Children, 32, 279–312.

Cohen, J. D., Servan-Schreiber, D., & McCelland, J. C. (1992). A parallel distributed processig approach to automaticity. American Journal of Psychology, 2, 239–269.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River: Merrill.

Daly, E. J., Bonfiglio, C. M., Mattson, T., Persampieri, M., & Foreman-Yates, K. (2006). Refining the experimental analysis of academic skills: Part II use of brief experimental analysis to evaluate reading fluency treatments. Journal of Applied Behavior Analysis, 39, 323–331.

Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement instruction and intensity. School Psychology Review, 36, 562–581.

Evidence-based Intervention Work Group. (2005). Theories of change and adoption of innovations: The evolving evidence—based intervention and practice in school psychology. Psychology in the schools, 42, 475–494.

Foegen, A., Jiban, C., & Deno, S. (2007). Progress monitoring measures in mathematics: A review of the literature. The Journal of Special Education, 41, 121–139.

Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., et al. (2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. Journal of Educational Psychology, 101, 561–576.

Gersten, R., & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. Journal of Special Education, 33, 18–28.

Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 93–304.

Haring, N. G., & Eaton, M. D. (1978). Systematic instructional procedures: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth r: Research in the classroom (pp. 23–40). Columbus: Charles E. Merrill Publishing Co.

Johnson, K. R., & Layng, T. V. J. (1996). On terms and procedures: Fluency. The Behavior Analyst, 19, 281–288.

Lin, F., & Kubina, R. M., Jr. (2005). A preliminary investigation of the relationship between fluency and application for multiplication. Journal of Behavioral Education, 14, 73–87.

Martens, B. K., & Eckert, T. L. (2007). The instructional hierarchy as a model of stimulus control over student and teacher behavior: We’re close but are we close enough? Journal of Behavioral Education, 16, 83–91.

Massachusetts Department of Elementary and Secondary Education. (2009). MCAS annual comparisons. Retrieved October 14, 2009 from http://profiles.doe.mass.edu/mcas/mcascharts2.aspx?linkid=33&orgcode=02440000&fycode=2009&orgtypecode=5& .

Mayfield, K. H., & Chase, P. N. (2002). The effects of cumulative practice on mathematics problem solving. Journal of Applied Behavior Analysis, 35, 105–123.

McCullum, E., Skinner, C. H., Turner, H., & Saecker, L. (2006). The taped-problems intervention: Increasing multiplication fact fluency using a low-tech, classwide, time-delay intervention. School Psychology Review, 35, 419–434.

National Mathematics Advisory Panel. (2008). Foundations for Success: The Final Report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.

Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed.). New York: Guilford Press.

Shinn, M. R. (1989). Curriculum-based measurement: Assessing special children. New York: The Guilford Press.

Shinn, M. R. (2004). Administration and scoring of mathematics computation curriculum-based measurement (M-CBM) and math fact probes for use with AIMSweb. Minneapolis: NCS Pearson Inc.

Skinner, C. H., Turco, T. L., Betaty, K. L., & Rasavage, C. (1989). Cover, copy, and compare: A method for increasing multiplication performance. School Psychology Review, 18, 412–420.

Stein, M., Kinder, D., Silbert, J. & Carnine, D. W. (2006). Designing effective mathematics instruction: A direct instruction approach. Merrill.

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367.

Thurber, R. S., Shinn, M. R., & Smolkowski, K. (2002). What is measured in mathematics tests? Construct validity of curriculum-based mathematics measures. School Psychology Review, 31, 498–514.

VanDerHeyden, A. M., & Burns, M. K. (2008). Using curriculum-based assessment and curriculum-based measurement to guide elementary mathematics instruction: Effect on individual and group accountability scores. Assessment for Effective Intervention, 30, 15–31.