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1.
Sch Psychol ; 2024 Feb 08.
Article in English | MEDLINE | ID: mdl-38330315

ABSTRACT

A longitudinal randomized design was used with a sample of 57 third-grade students to evaluate and compare the effectiveness of three variations of cover, copy, and compare (CCC; traditional CCC, CCC-answer only, and CCC-paired responding) on multiplication fluency in third-grade students. Traditional CCC requires students to write the problem and answer as a response, CCC-answer only requires students only to write the answer, and CCC-paired responding requires students to write the answer only, then verbally state the problem and answer twice. The interventions occurred for 4 min per day, 5 days per week, across 11 calendar weeks (minus 1 week during a school break). Digits correct per minute (DCPM) level and trend data were significantly higher for each of the CCC variations when compared to control probes, with a posttest unstandardized effect of 7.22 [5.39, 9.10] DCPM. However, there were no significant differences in learning across the three CCC variations. Overall, these results provide additional evidence that all three forms of CCC can enhance math fact fluency and suggest that educators could choose which version to apply based on idiosyncratic or contextual factors. The discussion focuses on future theoretical research designed to investigate these findings and the advantages of studies that evaluate multiple interventions and compare their effectiveness. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

2.
Sch Psychol ; 38(3): 160-172, 2023 May.
Article in English | MEDLINE | ID: mdl-37184958

ABSTRACT

Curriculum-based measurement (CBM) has conventionally included accuracy criteria with recommended fluency thresholds for instructional decision-making. Some scholars have argued for the use of accuracy to directly determine instructional need (e.g., Szadokierski et al., 2017). However, accuracy and fluency have not been directly examined to determine their separate and joint value for decision-making in CBM prior to this study. Instead, there was an assumption that instruction that emphasized accurate responding should be monitored with accuracy data, which evolved into the use of complementing CBM fluency scores with accuracy or using timed assessment to compute percent of responses correct and using accuracy criteria to determine instructional need. The purpose of this article was to examine fluency and accuracy as related but distinct metrics with psychometric properties and associated benefits and limits. Findings suggest that the redundancy between accuracy and fluency causes them to perform comparably overall, but that (a) fluency is superior to accuracy when accuracy is computed on a timed sample of performance, (b) timed accuracy adds no benefit relative to fluency alone, and (c) accuracy when collected under timed assessment conditions has substantial psychometric limitations that make it unsuitable for the formative instructional decisions which are commonly made using CBM data. The conventional inclusion of accuracy criteria in tandem with fluency criteria for instructional decision-making in CBM should be reconsidered as there may be no added predictive value, but rather additional opportunity for error due to the problems associated with unfixed trials in timed assessment. (PsycInfo Database Record (c) 2023 APA, all rights reserved).


Subject(s)
Educational Measurement , Reading , Humans , Curriculum , Psychometrics
3.
Sch Psychol ; 37(3): 213-224, 2022 May.
Article in English | MEDLINE | ID: mdl-35049329

ABSTRACT

Math curriculum-based measurement (CBM) is an essential tool for multi-tiered systems of support decision making, but the reliability of math CBMs has received little research, particularly using more rigorous methods such as generalizability (G) theory. Math CBM is historically organized into two domains: mastery measures and general outcome measures. This paper details 17 concurrent G and dependability studies in a partially crossed design investigating the reliability of mastery measure CBMs for students (N = 263) in Grades K, 1, 3, 5, and 7. This study extends prior research by including novel grade levels and more rigorous math content; using generated rather than static measures; embedding a replication; examining bias by race and sex; and evaluating a simpler scoring method of answers correct as compared to digits correct. Most of the variance in scores was accounted for by student. Probe form effects accounted for less than 5% of the variance for 16 of 17 measures and results replicated across days. G coefficients exceeded .75 on the first trial for 14 of 17 measures. G studies were repeated by race, sex, and scoring metric. Overall, 1-4 min of assessment was sufficient to meet reliability thresholds, which exceeds prior findings for general outcome measures. This study supports the reliability of mastery measurement in math CBM and as a precise tool to be used in the screening process. (PsycInfo Database Record (c) 2022 APA, all rights reserved).


Subject(s)
Curriculum , Educational Measurement , Educational Measurement/methods , Humans , Mathematics , Reproducibility of Results , Students
4.
Sch Psychol ; 35(5): 353-362, 2020 Sep.
Article in English | MEDLINE | ID: mdl-32955277

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).


Subject(s)
Educational Measurement , Mathematics/education , Adolescent , Child , Humans , Reference Values
5.
Sch Psychol ; 34(5): 566-575, 2019 Sep.
Article in English | MEDLINE | ID: mdl-31246062

ABSTRACT

The empirical literature on academic intervention has increasingly promoted comparative research, moving the field forward in addressing the question, "What works best?" Poncy et al. (2015), Skinner (2008, 2010), and Skinner, Fletcher, and Henington (1996) have suggested that researchers enhance traditional evaluations of learning (behavior change) by using learning rates (behavior change over instructional time [IT]). The precise documentation or control of IT allows researchers to address confounds commonly found in comparative intervention research, most notably variability in intervention duration. The current article demonstrates how recent developments within the field of single-case analysis creates an opportunity to address Skinner's (2008, 2010), Skinner et al. (1996), and Poncy et al. (2015) IT within the context of comparative intervention research. Specifically, a rationale and tutorial on several coding schemes for the generalized linear model is presented that can be used to isolate the effect of IT. The use of these analyses is demonstrated across design frameworks and when considering individual participants, studies, and research synthesis. (PsycINFO Database Record (c) 2019 APA, all rights reserved).


Subject(s)
Models, Educational , Models, Statistical , Remedial Teaching , Research Design , Students , Humans , Time Factors
6.
Sch Psychol Q ; 32(4): 539-551, 2017 12.
Article in English | MEDLINE | ID: mdl-28459254

ABSTRACT

Bayesian techniques have become increasingly present in the social sciences, fueled by advances in computer speed and the development of user-friendly software. In this paper, we forward the use of Bayesian Asymmetric Regression (BAR) to monitor intervention responsiveness when using Curriculum-Based Measurement (CBM) to assess oral reading fluency (ORF). An overview of Bayesian methods and their application to the problem-solving model is first presented, which is further illustrated by a case example. We conclude the paper with a Monte Carlo simulation study demonstrating the validity of BAR, as compared to the current standard of practice for CBM decision-making, ordinary least squares (OLS) regression. Results suggest that BAR is most advantageous with studies using small-to-moderate sample sizes, and when distributional information (such as the probability of intervention success) is of interest. (PsycINFO Database Record


Subject(s)
Curriculum , Educational Measurement/methods , Reading , Bayes Theorem , Computer Simulation , Humans , Students
7.
J Sch Psychol ; 53(2): 149-59, 2015 Apr.
Article in English | MEDLINE | ID: mdl-25746824

ABSTRACT

To best remediate academic deficiencies, educators need to not only identify empirically validated interventions but also be able to apply instructional modifications that result in more efficient student learning. The current study compared the effect of massed and distributed practice with an explicit timing intervention to evaluate the extent to which these modifications lead to increased math fact fluency on basic addition problems. Forty-eight third-grade students were placed into one of three groups with each of the groups completing four 1-min math explicit timing procedures each day across 19 days. Group one completed all four 1-min timings consecutively; group two completed two back-to-back 1-min timings in the morning and two back-to-back 1-min timings in the afternoon, and group three completed one, 1-min independent timing four times distributed across the day. Growth curve modeling was used to examine the progress throughout the course of the study. Results suggested that students in the distributed practice conditions, both four times per day and two times per day, showed significantly higher fluency growth rates than those practicing only once per day in a massed format. These results indicate that combining distributed practice with explicit timing procedures is a useful modification that enhances student learning without the addition of extra instructional time when targeting math fact fluency.


Subject(s)
Achievement , Learning , Mathematics , Schools , Students , Child , Female , Humans , Male , Time Factors
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