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Direct linkDoabler, Christian T.; Clarke, Ben; Kosty, Derek; Fien, Hank; Smolkowski, Keith; Liu, Meijia; Baker, Scott K. – Learning Disability Quarterly, 2021
Instructional interactions that occur between teachers and students around foundational mathematics topics are critical for supporting mathematical proficiency among students with mathematics learning disabilities (MLD). This study investigated whether the initial mathematics skill of 880 kindergarten students at risk of MLD predicted the quantity…
Descriptors: Mathematics Instruction, Kindergarten, Interaction, At Risk Students
Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Fien, Hank; Smolkowski, Keith; Liu, Meijia; Baker, Scott K. – Grantee Submission, 2021
Instructional interactions that occur between teachers and students around foundational mathematics topics are critical for supporting mathematical proficiency among students with mathematics learning disabilities (MLD). This study investigated whether the initial mathematics skill of 880 kindergarten students at risk for MLD predicted the…
Descriptors: Mathematics Instruction, Kindergarten, Interaction, At Risk Students
Clarke, Ben; Cil, Gulcan; Smolkowski, Keith; Sutherland, Marah; Turtura, Jessica; Doabler, Christian T.; Fien, Hank; Baker, Scott K. – School Psychology Review, 2020
This study examined the cost-effectiveness of a 50-lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, ROOTS. The study utilized a randomized block design with 1,251 at-risk students within 138 classrooms randomly assigned to one of two active treatment conditions (small groups of either two…
Descriptors: Cost Effectiveness, Response to Intervention, Numeracy, Number Concepts
Clarke, Ben; Cil, Gulcan; Smolkowski, Keith; Sutherland, Marah; Turtura, Jessica; Doabler, Christian T.; Fien, Hank; Baker, Scott K. – Grantee Submission, 2020
This study examined the cost effectiveness of a 50 lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, ROOTS. The study utilized a randomized block design with 1,251 at-risk students within 138 classrooms randomly assigned to one of two active treatment conditions (small groups of either two…
Descriptors: Cost Effectiveness, At Risk Students, Kindergarten, Young Children
Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Kurtz-Nelson, Evangeline; Fien, Hank; Smolkowski, Keith; Baker, Scott K. – Journal of Learning Disabilities, 2019
Group size and treatment intensity are understudied topics in mathematics intervention research. This study examined whether the treatment intensity and overall intervention effects of an empirically validated Tier 2 mathematics intervention varied between intervention groups with 2:1 and 5:1 student-teacher ratios. Student practice opportunities…
Descriptors: Intervention, Program Effectiveness, Mathematics Instruction, Learning Problems
Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Turtura, Jessica E.; Sutherland, Marah; Maddox, Steven A.; Smolkowski, Keith – Journal of Learning Disabilities, 2021
Implementation of evidence-based practices (EBPs) is paramount to students' development of mathematics proficiency. This study investigated "practice-based evidence" of interventionists' actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a…
Descriptors: Classroom Observation Techniques, Evidence Based Practice, Mathematics Instruction, Small Group Instruction
Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Turtura, Jessica E.; Sutherland, Marah; Maddox, Steven A.; Smolkowski, Keith – Grantee Submission, 2021
Implementation of evidence-based practices (EBPs) is paramount to students' development of mathematics proficiency. This study investigated "practice-based evidence" (Green, 2008) of interventionists' actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data…
Descriptors: Classroom Observation Techniques, Evidence Based Practice, Mathematics Instruction, Small Group Instruction
Clarke, Ben; Doabler, Christian T.; Kosty, Derek; Kurtz Nelson, Evangeline; Smolkowski, Keith; Fien, Hank; Turtura, Jessica – AERA Open, 2017
This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary…
Descriptors: Kindergarten, Small Group Instruction, Mathematics Instruction, Program Effectiveness
Clarke, Ben; Doabler, Christian T.; Kosty, Derek; Kurtz Nelson, Evangeline; Smolkowski, Keith; Fien, Hank; Turtura, Jessica – Grantee Submission, 2017
This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary…
Descriptors: Randomized Controlled Trials, Comparative Analysis, Kindergarten, Mathematics Instruction
