A systematic replication and extension of using incremental rehearsal to improve multiplication skills: An investigation of generalization

Journal of Behavioral Education

Volumn 19, Issue 1, 2010, Pages 93-105

  Codding, Robin S ^a   Archer, Jillian ^a   Connell, James ^b  

^a UNIVERSITY OF MASSACHUSETTS BOSTON   (United States)

^b TEMPLE UNIVERSITY   (United States)

Author keywords

Generalization; Interventions; Mathematics

Indexed keywords

EID: 76649130509     PISSN: 10530819     EISSN: 15733513     Source Type: Journal    
DOI: 10.1007/s10864-010-9102-9     Document Type: Article

References (32)

1. Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7th ed.). Upper Saddle River: Pearson Merrill Prentice Hall.
2. American Psychological Association. (2002). Criteria for evaluating treatment guidelines. American Psychologist, 57, 1052-1059.
3. Barlow, D. H., & Hersen, M. (1984). Single case experimental designs: Strategies for studying behavior change (2nd ed.). Boston: Allyn and Bacon.
4. Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. Behavior Analyst, 19, 163-197.
5. Burns, M. K. (2005). Using incremental rehearsal to practice multiplication facts with children identified as learning disabled in mathematics computation. Education and Treatment of Children, 28, 237-249.
6. Burns, M. K., VanDerHeyden, A. M., & Jiban, C. (2006). Assessing the instructional level for mathematics: A comparison of methods. School Psychology Review, 35, 401-418.
7. Codding, R. S., Hilt-Panahon, A., Panahon, C., & Benson, J. (2009). Addressing mathematics computation problems: A review of simple and moderate intensity interventions. Education and Treatment of Children, 32, 279-312.
8. Cohen, J. D., Servan-Schreiber, D., & McCelland, J. C. (1992). A parallel distributed processig approach to automaticity. American Journal of Psychology, 2, 239-269.
9. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River: Merrill.
10. Daly, E. J., Bonfiglio, C. M., Mattson, T., Persampieri, M., & Foreman-Yates, K. (2006). Refining the experimental analysis of academic skills: Part II use of brief experimental analysis to evaluate reading fluency treatments. Journal of Applied Behavior Analysis, 39, 323-331.
11. Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement instruction and intensity. School Psychology Review, 36, 562-581.
12. Evidence-based Intervention Work Group. (2005). Theories of change and adoption of innovations: The evolving evidence-based intervention and practice in school psychology. Psychology in the schools, 42, 475-494.
13. Foegen, A., Jiban, C., & Deno, S. (2007). Progress monitoring measures in mathematics: A review of the literature. The Journal of Special Education, 41, 121-139.
14. Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., et al. (2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. Journal of Educational Psychology, 101, 561-576.
15. Gersten, R., & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. Journal of Special Education, 33, 18-28.
16. Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 93-304.
17. 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: Charles E. Merrill Publishing Co.
18. Johnson, K. R., & Layng, T. V. J. (1996). On terms and procedures: Fluency. The Behavior Analyst, 19, 281-288.
19. Lin, F., & Kubina, R. M., Jr. (2005). A preliminary investigation of the relationship between fluency and application for multiplication. Journal of Behavioral Education, 14, 73-87.
20. Martens, B. K., & Eckert, T. L. (2007). The instructional hierarchy as a model of stimulus control over student and teacher behavior: We're close but are we close enough? Journal of Behavioral Education, 16, 83-91.
21. Massachusetts Department of Elementary and Secondary Education. (2009). MCAS annual comparisons. Retrieved October 14, 2009 from http://profiles. doe. mass. edu/mcas/mcascharts2. aspx?linkid=33& orgcode=02440000& fycode=2009& orgtypecode=5&.
22. Mayfield, K. H., & Chase, P. N. (2002). The effects of cumulative practice on mathematics problem solving. Journal of Applied Behavior Analysis, 35, 105-123.
23. McCullum, E., Skinner, C. H., Turner, H., & Saecker, L. (2006). The taped-problems intervention: Increasing multiplication fact fluency using a low-tech, classwide, time-delay intervention. School Psychology Review, 35, 419-434.
24. National Mathematics Advisory Panel. (2008). Foundations for Success: The Final Report of the National Mathematics Advisory Panel. Washington, DC: U. S. Department of Education.
25. Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed.). New York: Guilford Press.
26. Shinn, M. R. (1989). Curriculum-based measurement: Assessing special children. New York: The Guilford Press.
27. Shinn, M. R. (2004). Administration and scoring of mathematics computation curriculum-based measurement (M-CBM) and math fact probes for use with AIMSweb. Minneapolis: NCS Pearson Inc.
28. Skinner, C. H., Turco, T. L., Betaty, K. L., & Rasavage, C. (1989). Cover, copy, and compare: A method for increasing multiplication performance. School Psychology Review, 18, 412-420.
29. Stein, M., Kinder, D., Silbert, J. & Carnine, D. W. (2006). Designing effective mathematics instruction: A direct instruction approach. Merrill.
30. Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.
31. Thurber, R. S., Shinn, M. R., & Smolkowski, K. (2002). What is measured in mathematics tests? Construct validity of curriculum-based mathematics measures. School Psychology Review, 31, 498-514.
32. VanDerHeyden, A. M., & Burns, M. K. (2008). Using curriculum-based assessment and curriculum-based measurement to guide elementary mathematics instruction: Effect on individual and group accountability scores. Assessment for Effective Intervention, 30, 15-31.