scholarly journals Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention

2019 ◽  
pp. 073194871988492
Author(s):  
Christian T. Doabler ◽  
Ben Clarke ◽  
Derek Kosty ◽  
Hank Fien ◽  
Keith Smolkowski ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Controlled Trial ◽  
Mathematics Learning ◽  
Tier 2 ◽  
Teacher Modeling ◽  
Mathematics Intervention ◽  
Instructional Interactions ◽  
Practice Opportunities ◽  
Kindergarten Mathematics

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 and quality of explicit instructional interactions (i.e., overt teacher modeling, student practice opportunities, and academic feedback) experienced during an empirically validated Tier 2 kindergarten mathematics intervention. It also examined whether the quantity and quality of such instructional interactions predicted gains in student mathematics achievement. Researchers conducted 740 direct observations of 255 intervention groups within a multiyear, randomized controlled trial. Results suggested that intervention groups with lower initial mathematics skill received higher rates of academic feedback and made more frequent errors. In addition, more frequent and higher quality academic feedback and group practice opportunities predicted increased mathematics achievement. Implications for investigating the active ingredients of mathematics interventions are discussed.

Using Direct Observation to Document “Practice-Based Evidence” of Evidence-Based Mathematics Instruction

2020 ◽  
Vol 54 (1) ◽  
pp. 20-35
Author(s):  
Christian T. Doabler ◽  
Ben Clarke ◽  
Derek Kosty ◽  
Jessica E. Turtura ◽  
Marah Sutherland ◽  
...  
Keyword(s):  
Direct Observation ◽  
Mathematics Instruction ◽  
Mathematics Learning ◽  
First Grade ◽  
Evidence Based ◽  
Observation Data ◽  
Group Level ◽  
Mathematics Intervention ◽  
Mathematics Outcomes

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 federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantity and quality of explicit mathematics instruction was associated with the mathematics outcomes of 470 first-grade students with or at risk for mathematics learning disabilities. Associations between group-level pretreatment skill levels and the quality and quantity of explicit mathematics instructional practices used in the intervention were also explored. Findings suggested significant associations between positive gains in student mathematics outcomes and (a) lower rates of incorrectly answered mathematics-focused questions, and (b) the rate in which interventionists delivered group-level practice opportunities and offered academic feedback. Significant associations were also found between initial student mathematics performance and rates of student errors and the quality of explicit instruction. Implications for using direct observation to document enacted EBPs are discussed.

Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention

2014 ◽  
Vol 49 (2) ◽  
pp. 152-165 ◽  
Author(s):  
Ben Clarke ◽  
Christian T. Doabler ◽  
Keith Smolkowski ◽  
Scott K. Baker ◽  
Hank Fien ◽  
...  
Keyword(s):  
Tier 2 ◽  
Mathematics Intervention ◽  
Kindergarten Mathematics

scholarly journals The impact of the quality of early mathematics instruction on mathematics achievement outcomes

2020 ◽  
Vol 1 (2) ◽  
pp. 216-228
Author(s):  
Bilge Cerezci
Keyword(s):  
Mathematics Achievement ◽  
Learning Outcomes ◽  
Mathematics Teaching ◽  
Mathematics Instruction ◽  
Mathematics Learning ◽  
Instructional Quality ◽  
Teaching Quality ◽  
Early Mathematics ◽  
The Impact

The examination of teaching quality in mathematics in relation to student learning outcomes has become increasingly important following the research reports indicating that early mathematics teaching and learning experiences are critical contributors to students’ learning and later achievement in mathematics and other content areas. The purpose of this study is to investigate the relationship between the quality of early mathematics instruction and students’ mathematics learning outcomes in 73 Pre-K to 3rd grade classrooms in an urban public schools system. The results suggested that the quality mathematics instruction varies across observed classrooms but mostly mediocre. Limited but significant associations between instructional quality and mathematics achievement were also documented at the classroom level. More specifically, there was a positive significant interaction between quality of mathematics teaching and students’ mathematics achievement at the end of the school year in classrooms where ratings of the instructional quality was identified as “high,” after controlling for students’ pre-test scores and gender.

Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention

2016 ◽  
Vol 9 (4) ◽  
pp. 607-634 ◽  
Author(s):  
Ben Clarke ◽  
Christian Doabler ◽  
Keith Smolkowski ◽  
Evangeline Kurtz Nelson ◽  
Hank Fien ◽  
...  
Keyword(s):  
Tier 2 ◽  
Mathematics Intervention ◽  
Term Efficacy ◽  
Kindergarten Mathematics

Effects of the introduction of objective criteria for referral and discharge in physical therapy for ischemic stroke in China: a randomized controlled trial

2019 ◽  
Vol 34 (3) ◽  
pp. 345-356
Author(s):  
Nan Xia ◽  
Jan D Reinhardt ◽  
Shouguo Liu ◽  
Juanjuan Fu ◽  
Caili Ren ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Motor Function ◽  
Controlled Trial ◽  
Teaching Hospitals ◽  
Controlled Study ◽  
Control Group ◽  
Tier 2 ◽  
Randomized Controlled ◽  
Tier 3

Objective: To examine the effectiveness of a set of rules for referral and therapy input in a three-tiered physiotherapy program on activities of daily living (ADL), motor function, and quality of life of stroke survivors. Design: Randomized controlled study. Setting: Rehabilitation departments of 11 teaching hospitals. Subjects: A total of 285 participants with stroke. Outcome measures: Primary outcome was ADL independence measured with the Modified Barthel Index (MBI) at weeks 3, 6, 9, 13, and 17. Secondary outcomes were motor function and quality of life measured with Fugel-Meyer Assessment (FMA) and Stroke-Specific Quality-of-Life (SSQOL) scale. Intervention: Two complementary sets of rules governing rehabilitation delivery were introduced: a set of criteria that determined when someone ought to move from tier 1 onto tier 2, and from tier 2 onto tier 3, and a second set of rules that determined the amount and type of physiotherapy input given in each tier. Control group participants received conventional rehabilitation without any specified guidelines. Results: With a difference of 3.97 (95% confidence interval (CI): 1.59–6.36), MBI increased stronger in the study group than in controls between baseline and week 3 ( P = 0.001). This difference could be sustained until study end-point. No significant differences were found for FMA. Differences in increase of SSQOL were higher in the intervention than control at week 9 ( P < 0.05). Conclusion: Introduction of a set of rules for referral and therapy input at different stages of rehabilitation partially improved patients’ ADL and quality of life, but did not improve motor function.

Examining the Impact of Group Size on the Treatment Intensity of a Tier 2 Mathematics Intervention Within a Systematic Framework of Replication

2018 ◽  
Vol 52 (2) ◽  
pp. 168-180 ◽  
Author(s):  
Christian T. Doabler ◽  
Ben Clarke ◽  
Derek Kosty ◽  
Evangeline Kurtz-Nelson ◽  
Hank Fien ◽  
...  
Keyword(s):  
Group Size ◽  
Kindergarten Students ◽  
Treatment Intensity ◽  
Observation Data ◽  
Tier 2 ◽  
Mathematics Intervention ◽  
Tier 2 Interventions ◽  
Practice Opportunities ◽  
Student Practice ◽  
The Impact

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 and the quality of explicit instruction served as treatment intensity metrics. A total of 465 kindergarten students with mathematics difficulties from 136 intervention groups participated. Results suggested comparable performances between the 2:1 and 5:1 intervention groups on six outcome measures. Observation data indicated that student practice differed by group size. Students in the 5:1 groups received more opportunities to practice with their peers, while students in the 2:1 groups participated in more frequent and higher quality individualized practice opportunities. Implications in terms of delivering Tier 2 interventions in small-group formats and engaging at-risk learners in meaningful practice opportunities are discussed.

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