Evaluating and comparing interventions designed to enhance math fact accuracy and fluency: Cover, copy, and compare versus taped problems

Journal of Behavioral Education

Volumn 16, Issue 1, 2007, Pages 27-37

  Poncy, Brian C ^a,b   Skinner, Christopher H ^c   Jaspers, Kathryn E ^c  

^a Prairie Lakes AEA   (United States)

^b School Psychologist   (United States)

^c UNIVERSITY OF TENNESSEE   (United States)

Author keywords

Acquisition; Alternating treatments; Automaticity; Math facts; Taped problems

Indexed keywords

EID: 33846546158     PISSN: 10530819     EISSN: 15733513     Source Type: Journal    
DOI: 10.1007/s10864-006-9025-7     Document Type: Article

References (37)

1. Billington, E. J., Skinner, C. H., & Cruchon, N. M. (2004). Improving sixth-grade students perceptions of high-effort assignments by assigning more work: Interaction of additive interspersal and assignment effort on assignment choice. Journal of School Psychology, 42, 477-490.
2. Carpenter, P. A., & Moser, J. M. (1982). The development of addition and subtraction problem solving skills. In T. P. Carpenter, J. M. Moser, & T. A. Romberg (Eds.), Addition and subtraction: A cognitive perspective (pp. 9-24). Hillsdale, NJ: Erlbaum.
3. Cates, G. L., & Rhymer, K. N. (2003). Examining the relationship between mathematics anxiety and mathematics performance. An instructional hierarchy perspective. Journal of Behavioral Education, 12, 23-34.
4. Cuvo, A. J. (1979). Multiple-baseline design in instructional research: Pitfalls of measurement and procedural advantages. American Journal of Mental Deficiency, 84, 219-228.
5. Dahaene, S. (1997). The number sense: How the mind creates mathematics. New York: Oxford University.
6. Daly, E. J., Chafouleas, S., & Skinner, C. H. (2005). Interventions for reading problems: Designing and evaluating effective strategies. New York: The Guilford Press.
7. Delazer, M., Domahs, F., Bartha, L., Brenneis, C., Locky, A., Treib, T., & Benke, T. (2003). Learning complex arithmetic-an fMRI study. Cognitive Brain Research, 18, 76-88.
8. Garnett, K. (1992). Developing fluency with basic number facts: Interventions for students with learning disabilities. Learning disabilities research and practice, 7, 210-216.
9. Hanson, C. L. (1978). Writing skills. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hanson (Eds.), The fourth R: Research in the classroom (pp. 93-126). Columbus, OH: Merrill.
10. Haring, N. G., & Eaton, M. D. (1978). Systematic instructional procedures: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom (pp. 23-40). Columbus OH: Merrill.
11. Hasslebring, T. S., Goin, L. I., & Bransford, J. D. (1987). Developing automaticity. Teaching Exceptional Children, 1, 30-32.
12. Ivarie, J. J.,(1986). Effects of proficiency rates on later performance of recall and writing behavior. Remedial and Special Education, 7, 25-30.
13. Kameenui, E. J., & Simmons, D. C. (1990). Designing instructional strategies: The prevention of academic learning problems. Columbus OH: Charles E. Merrill.
14. LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic processing in reading. Cognitive Psychology, 6, 293-323.
15. Mace, F. C., McCurdy, B., & Quigley, E. A. (1990). The collateral effect of reward predicted by matching theory. Journal of Applied Behavior Analysis, 23, 197-205.
16. McCallum, E., Skinner, C. H., & Hutchins, H. (2004). The taped-problems intervention: Increasing division fact fluency using a low-tech self-managed time-delay intervention. Journal of Applied School Psychology, 20(2), 129-147.
17. McCallum, E., Skinner, C. H., Turner, H., & Saecker, L. (in press). The taped-problems intervention: Increasing multiplication fact fluency using a low-tech, class-wide, time-delay intervention. School Psychology Review.
18. McCurdy, M., Skinner, C. H., Grantham, K. Watson, T. S., & Hindman, P. M. (2001). Increasing on-task behavior in an elementary student during mathematics seat-work by interspersing additional brief problems. School Psychology Review, 30, 23-32.
19. Pellegrino, J. W., & Goldman, S. R. (1987). Information processing and elementary mathematics. Journal of Learning Disabilities, 20, 23-32, 57.
20. Perie, M., Grigg, W., and Dion, G. (2005). The Nation's Report Card: Mathematics 2005 (NCES 2006-453). U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: U.S. Government Printing Office.
21. Poncy, B. C., Skinner, C. H., & O'Mara, T. (2006). Detect, practice, and repair (DPR): The effects of a class-wide intervention on elementary students' math fact fluency. Journal of Evidence Based Practices for Schools, 7, 47-68.
22. Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed.). New York: Guilford Press.
23. Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford Press.
24. Sindelar, P. T., Rosenberg, M. S., & Wilson, R. J. (1985). An adapted alternating treatments design for instructional research. Education and Treatment of Children, 8, 67-76.
25. Skinner, C. H. (1998). Preventing academic skills deficits. In T. S. Watson & F. Gresham (Eds.). Handbook of child behavior therapy: Ecological considerations in assessment, treatment, and evaluation (pp. 61-83). New York: Plenum.
26. Skinner, C. H. (2002). An empirical analysis of interspersal research: Evidence, implications and applications of the discrete task completion hypothesis. Journal of School Psychology, 40, 347-368.
27. Skinner, C. H., Bamberg, H. W., Smith, E. S., & Powell, S. S. (1993). Cognitive cover, copy, and compare: Subvocal responding to increase rates of accurate division responding. Remedial and Special Education, 14, 49-56.
28. Skinner, C. H., Belfiore, H. E., Mace, H. W., Williams, S., & Johns, G. A. (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, 54-64.
29. Skinner, C. H., Belfiore, P. B., & Watson, T. S. (1995/2002). Assessing the relative effects of interventions in students with mild disabilities: Assessing instructional time. Journal of Psychoeducational Assessment, 20, 345-6,5.
30. (Reprinted from Assessment in Rehabilitation and Exceptionality, 2, 207-220, 1995).
31. Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A self-managed academic intervention effective across skills, students, and settings. Journal of Behavioral Education, 7, 295-306.
32. Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.
33. Skinner, C. H., & Schock, H. H. (1995). Best practices in mathematics assessment. In A. Thomas & J. Grimes (Eds.), Best Practices in school psychology (3rd ed) (pp. 731-740). Washington, D.C.: National Association of School Psychologists.
34. Skinner, C. H., & Shapiro, E. S. (1989). A comparison of a taped-words and drill interventions on reading fluency in adolescents with behavior disorders. Education and Treatment of Children, 12, 123-133.
35. Skinner, C. H., & Smith, E. S. (1992). Issues surrounding the use of self-management interventions for increasing academic performance. School Psychology Review, 21, 202-210.
36. Skinner, C. H., Turco, T. L., Beatty, K. L., & Rasavage, C. (1989). Cover, copy, and compare: An intervention for increasing multiplication performance. School Psychology Review, 18, 212-220.
37. Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.