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Bouck, Emily C.; Long, Holly; Jakubow, Larissa – Preventing School Failure, 2022
Little-to-no research examines the provision of targeted mathematical interventions to students struggling with mathematics in a virtual environment. And yet, the global pandemic of 2020--extending into 2021--found schools in such a scenario. This article reports two studies in which researchers explored the intervention package of explicit…
Descriptors: Teaching Methods, Direct Instruction, Mathematics Instruction, Intervention
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McCallum, Elizabeth; Schmitt, Ara J.; Aspiranti, Kathleen B.; Mahony, Kristen E.; Honaker, Alyson C.; Christy, Laurie A. – School Psychology, 2022
In response to restrictions on visitors within school buildings during the COVID-19 pandemic, the evidence-based math fact fluency procedure known as the taped problems intervention was adapted for use in a virtual setting. The present study used a multiple-probe across participants design to evaluate the effects of the adapted intervention on the…
Descriptors: Mathematics Education, Distance Education, Program Effectiveness, Subtraction
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Dennis, Minyi Shih; Sorrells, Audrey McCray; Falcomata, Terry S. – Learning Disability Quarterly, 2016
This study used a multiple probe across participants design, replicated across two interventions and counterbalanced across participant groups to examine the effects of number sense intervention and extensive practice intervention on strategy transformation when students with mathematics learning disabilities (MLD) solved basic fact problems. In…
Descriptors: Learning Disabilities, Grade 2, Problem Solving, Intervention