TITLE

An Experimental Analysis of Mathematics Instructional Components: Examining the Effects of Student-Selected Versus Empirically-Selected Interventions

AUTHOR(S)
Carson, Paige M.; Eckert, Tanya L.
PUB. DATE
March 2003
SOURCE
Journal of Behavioral Education;Mar2003, Vol. 12 Issue 1, p35
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Within the context of an experimental analysis, the current study examined the effects of student- and empirically-selected interventions on the mathematics computational fluency of three elementary-aged students. For all of the participants, the empirically-selected intervention resulted in higher levels of computational fluency then the student-selected intervention. These results suggest that empirically-selected interventions may enhance the mathematics computational fluency of students experiencing mathematics problems. However, individual responsiveness to empirically-selected interventions suggests the importance of conducting brief experimental analyses to determine the most efficacious intervention. The implication of these results for intervention selection and incorporating choice-making opportunities into academic interventions are discussed.
ACCESSION #
17020085

 

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