ABSTRACT
Understanding typical rates of growth under intervention is necessary to establish what environmental expectations one should have and serves as a benchmark when investigating novel interventions. These trends are not well understood in the math domain. The current study addressed this gap by aggregating available data on digits correct per minute (DCPM) growth in single-skill curriculum-based measurements as students undergo intervention. We synthesized data from 28 single-case studies examining the effects of brief math interventions using empirical Bayes estimates of slope. Subcategories of targeted math operation, initial instructional level, and instructional set size were examined. It was found that the average growth rate across sessions of intervention was 1.62 DCPM, and across blocks of 15 min of instructional time was 3.58 DCPM. However, rates varied based on addressed moderators. Implications for both researchers and practitioners planning single-skill math intervention are addressed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
