Developing Mathematics Intervention System for Students at Risk in Mathematics Difficulties

2011 ◽  
Vol 11 (3) ◽  
pp. 59-70
Author(s):  
Julamas Jansrisukot ◽  
Dr.Unchalee Sanrattana ◽  
Dr.Wallapha Areeratana ◽  
Somporn Warnset
Keyword(s):  
At Risk ◽  
Students At Risk ◽  
Mathematics Intervention ◽  
Mathematics Difficulties

A Meta-Analysis of Single-Case Research Using Mathematics Manipulatives With Students At Risk or Identified With a Disability

2019 ◽  
Vol 54 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Corey Peltier ◽  
Kristi L. Morin ◽  
Emily C. Bouck ◽  
Mindy E. Lingo ◽  
Joshua M. Pulos ◽  
...  
Keyword(s):  
At Risk ◽  
Single Case ◽  
Meta Analysis ◽  
Evidence Based ◽  
Study Quality ◽  
Students At Risk ◽  
Mathematics Intervention ◽  
Case Research ◽  
Quality Design ◽  
Single Case Research

Manipulatives are widely considered an effective practice and have been recommended as an evidence-based practice for students identified with a learning disability when used within the concrete–representational–abstract instructional framework. The aim of the current study was to evaluate single-case experimental designs that implemented a mathematics intervention using manipulatives on the mathematical outcomes of students at risk or identified with a disability. A total of 53 studies were included in the review. The Tau- U effect size (ES) across studies ranged from 0.34 to 1.00, with an omnibus ES of 0.91 (CI95 = [0.87, 0.95]). The between-case standardized mean difference for individual studies ranged from 0.03 to 18.58. Moderator analyses revealed that out of nine variables analyzed (i.e., study quality, design, age, interventionist, manipulative type, perceptual richness, math concept, dependent variable, and disability category), only disability category served as a moderator. Implications for research and practice are discussed.

scholarly journals Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties

2019 ◽  
Vol 28 (4) ◽  
pp. 244-256
Author(s):  
Gavin W. Watts ◽  
Diane Pedrotty Bryant ◽  
Garrett J. Roberts
Keyword(s):  
At Risk ◽  
Number Line ◽  
Mathematics Performance ◽  
Kindergarten Students ◽  
Classroom Behaviors ◽  
Students At Risk ◽  
Baseline Design ◽  
Cross Age Tutoring ◽  
Mathematics Difficulties ◽  
Students With Ebd

Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the effects of a number line game delivered by a cross-age tutor with EBD on the mathematics performance of kindergarten students with mathematics difficulties? (b) Can students with EBD implement tutoring procedures with fidelity? (c) What are the effects of the cross-age tutoring training and implementation on the tutors’ classroom behaviors and risk-status for EBD? Tutoring sessions took place for 25–30 min, 3 times per week, over 10 weeks. Results suggest cross-age tutoring to be an effective and feasible model for improving mathematics performance of at-risk kindergarteners and, to a lesser extent, the behavioral performance of students with EBD.

Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk

2018 ◽  
Vol 40 (5) ◽  
pp. 298-312 ◽  
Author(s):  
Emily R. DeFouw ◽  
Robin S. Codding ◽  
Melissa A. Collier-Meek ◽  
Kaitlin M. Gould
Keyword(s):  
At Risk ◽  
Treatment Fidelity ◽  
Academic Failure ◽  
Intervention Research ◽  
Future Research ◽  
Treatment Intensity ◽  
Students At Risk ◽  
Math Intervention ◽  
Mathematics Intervention ◽  
Research Based Interventions

To prevent academic failure and promote long-term success, response-to-intervention (RtI) is designed to systematically increase the intensity of delivering research-based interventions. Interventions within an RtI framework must not only be effective but also be implemented with treatment fidelity and delivered with the appropriate level of treatment intensity to improve student mathematics achievement. The purpose of this systematic review was to explore the mathematics intervention research for students at risk of mathematics failure by examining intervention characteristics related to treatment fidelity and intensity. Results from 66 math intervention studies conducted from 2004 to 2015 were summarized. The majority of studies monitored treatment fidelity and provided details of some aspects of treatment intensity (i.e., dose, group size). However, interventionists’ characteristics, implementation characteristics, and treatment design were less frequently reviewed. Implications for future research and educational practices are discussed.

Curriculum-Based Measurement and Standards-Based Mathematics

2014 ◽  
Vol 37 (4) ◽  
pp. 241-251 ◽  
Author(s):  
Asha K. Jitendra ◽  
Danielle N. Dupuis ◽  
Anne F. Zaslofsky
Keyword(s):  
At Risk ◽  
Mathematics Achievement ◽  
Mathematics Curriculum ◽  
Standardized Test ◽  
Reliability And Validity ◽  
Future Research ◽  
Students At Risk ◽  
Word Problem Solving ◽  
Third Grade Students ◽  
Mathematics Difficulties

This purpose of this study was to examine the reliability and validity of a curriculum-based measure of word problem solving (CBM-WPS) as an indicator of performance and progress in a sample of 136 third-grade students at risk for mathematics difficulties (MDs) instructed in a standards-based mathematics curriculum. Students completed the CBM-WPS measure every 2 weeks across 12 school weeks. Results indicated that the CBM-WPS measure was reliable and significantly correlated with measures of arithmetic WPS, number combinations fluency, and a standardized test of mathematics achievement. Results of growth modeling indicated that students showed significant growth on the CBM-WPS measure, with an average increase of 0.33 problems correct per week. Additional analyses revealed that students identified as high at-risk demonstrated similar growth as students identified as low at-risk. Furthermore, the CBM-WPS growth slopes were a significant predictor of students’ spring performance on a standardized test of mathematics achievement, demonstrating their predictive validity. Implications for practice and future research for assessing mathematics skill development are discussed.

scholarly journals Efectos de un sistema de aprendizaje tutorial online en profesorado tutor y de apoyo de las Islas Canarias para la instrucción temprana de las matemáticas en población de riesgo

2017 ◽  
Vol 9 (1) ◽  
pp. 45
Author(s):  
Juan E. Jiménez ◽  
Nuria Gutierrez
Keyword(s):  
At Risk ◽  
Canary Islands ◽  
At Risk Students ◽  
Learning System ◽  
Online Course ◽  
Students At Risk ◽  
Math Teachers ◽  
Online Tutorial ◽  
Tutorial System ◽  
Mathematics Difficulties

Resumen:El principal objetivo de este estudio ha sido analizar los efectos del programa tutorial Primate sobre los conocimientos y la valoración que realiza el profesorado tutor de aula y el profesorado de apoyo en las Islas Canarias. Se trata de un sistema de aprendizaje tutorial que utiliza la plataforma Moodle para crear un ambiente educativo virtual, dirigido para que el profesorado que atiende al alumnado en riesgo de presentar Dificultades Específica de Aprendizaje en Matemáticas (DEAM), pueda tener una formación sobre la instrucción temprana de las matemáticas en niños que se encuentran en situación de riesgo a partir de lo que prescribe la investigación científica. Se encontró que ambos grupos mejoraron sus conocimientos en las distintas áreas evaluadas a través del sistema tutorial. Finalmente, tanto el profesorado de apoyo como los profesores tutores de aula realizaron una valoración positiva de todos los módulos que componen el Primate Effects of Online Tutorial System on Classroom and Support In-Service Teachers in the Canary Islands for the Early Instruction of Students at Risk for Mathematics Difficulties Abstract:The main objective of this study was to analyze the effects of the Primate online tutorial system on classroom and support in-service teachers in the Canary Islands for the early instruction of students at risk for mathematics difficulties. This is a tutorial learning system that uses the Moodle platform to create a virtual educational environment, aimed at teaching teachers that attends at-risk students who are considered to have a higher probability of failing academically in math. Teachers receive a training on how to instruct early mathematics in children who are at risk based on scientific research. A sample of classroom and support in-service teachers from the Canary Islands participated in the online course. It was found that both groups improved their knowledge in the different areas evaluated through the tutorial system. Finally, positive ratings were received by both the classroom and support in-service teachers

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

2000 ◽  
Vol 16 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Padeliadu Susana ◽  
Georgios D. Sideridis
Keyword(s):  
At Risk ◽  
Elementary School Students ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Low Achievers ◽  
Children At Risk ◽  
School Students ◽  
Students At Risk ◽  
Group A ◽  
The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

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