Using Brief Experimental Analysis to Identify the Right Math Intervention at the Right Time

Autor/inn/en	Mellott, Joshua A.; Ardoin, Scott P.
Titel	Using Brief Experimental Analysis to Identify the Right Math Intervention at the Right Time
Quelle	In: Journal of Behavioral Education, 28 (2019) 4, S.435-455 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mellott, Joshua A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-019-09324-x
Schlagwörter	Middle School Students; Intervention; Individualized Instruction; Program Effectiveness; Mathematics Instruction; Teaching Methods; Mathematics Skills; Student Needs; Evaluation + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Individualisierender Unterricht; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Evaluierung
Abstract	Brief experimental analysis (BEA) is a methodology of rapidly implementing interventions and observing the effect each has on student performance. Extensive research exists demonstrating the utility of BEA in identifying effective reading interventions for students, but comparatively little research exists regarding BEA and mathematics. The current study utilized BEA procedures to identify an intervention targeting skill- or performance-based deficits that would be effective for remediating 4 middle school students' two-digit by two-digit multiplication skills. Each student had a clearly differentiated intervention identified by BEA as being most effective. Findings from the current study provide evidence for the utility of BEA in matching deficits with mathematics interventions and illustrate their sensitivity to changes in student performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01