View in EDS

A Virtual Adaptation of the Taped Problems Intervention for Increasing Math Fact Fluency

Saved in:
Bibliographic Details
Title: A Virtual Adaptation of the Taped Problems Intervention for Increasing Math Fact Fluency
Language: English
Authors: McCallum, Elizabeth (ORCID 0000-0002-3238-9837), Schmitt, Ara J. (ORCID 0000-0003-2328-5275), Aspiranti, Kathleen B., Mahony, Kristen E. (ORCID 0000-0002-8748-5535), Honaker, Alyson C. (ORCID 0000-0001-7561-3774), Christy, Laurie A.
Source: School Psychology. Sep 2022 37(5):388-398.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Descriptors: Mathematics Education, Distance Education, Program Effectiveness, Subtraction, Elementary School Students, Problem Solving, Mathematical Concepts, Mathematics Skills, Evidence Based Practice, Audio Equipment, Worksheets, Generalization, Grade 2, Females, Remedial Mathematics, Intervention, Reinforcement, COVID-19, Pandemics, School Closing
DOI: 10.1037/spq0000510
ISSN: 2578-4218
2578-4226
Abstract: In response to restrictions on visitors within school buildings during the COVID-19 pandemic, the evidence-based math fact fluency procedure known as the taped problems intervention was adapted for use in a virtual setting. The present study used a multiple-probe across participants design to evaluate the effects of the adapted intervention on the subtraction fact fluency of three elementary school students with varying degrees of math difficulties. Researchers also measured whether fluency gains would generalize to subtraction fact family problems that were not targeted within the study procedures. Visual analysis of results indicated math fluency improvements across all students, regardless of initial performance level, but no evidence of generalization effects for any participant. Additionally, to further investigate intervention effects, two effect size measures were calculated (WC-SMD and NAP) and each participant's rate of improvement was measured in two ways. Slopes (digits correct per minute [DCM] gains per session) of baseline and intervention phases were compared, and DCM gains per intervention time were investigated. Discussion focuses on implications for providing academic interventions in virtual learning environments, the importance of direct instruction for subtraction fact fluency, as well as future directions for researchers.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1372714
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1372714
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Virtual Adaptation of the Taped Problems Intervention for Increasing Math Fact Fluency
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22McCallum%2C+Elizabeth%22">McCallum, Elizabeth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3238-9837">0000-0002-3238-9837</externalLink>)<br /><searchLink fieldCode="AR" term="%22Schmitt%2C+Ara+J%2E%22">Schmitt, Ara J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2328-5275">0000-0003-2328-5275</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aspiranti%2C+Kathleen+B%2E%22">Aspiranti, Kathleen B.</searchLink><br /><searchLink fieldCode="AR" term="%22Mahony%2C+Kristen+E%2E%22">Mahony, Kristen E.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8748-5535">0000-0002-8748-5535</externalLink>)<br /><searchLink fieldCode="AR" term="%22Honaker%2C+Alyson+C%2E%22">Honaker, Alyson C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7561-3774">0000-0001-7561-3774</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christy%2C+Laurie+A%2E%22">Christy, Laurie A.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22School+Psychology%22"><i>School Psychology</i></searchLink>. Sep 2022 37(5):388-398.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Subtraction%22">Subtraction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Audio+Equipment%22">Audio Equipment</searchLink><br /><searchLink fieldCode="DE" term="%22Worksheets%22">Worksheets</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+Mathematics%22">Remedial Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement%22">Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/spq0000510
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2578-4218<br />2578-4226
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In response to restrictions on visitors within school buildings during the COVID-19 pandemic, the evidence-based math fact fluency procedure known as the taped problems intervention was adapted for use in a virtual setting. The present study used a multiple-probe across participants design to evaluate the effects of the adapted intervention on the subtraction fact fluency of three elementary school students with varying degrees of math difficulties. Researchers also measured whether fluency gains would generalize to subtraction fact family problems that were not targeted within the study procedures. Visual analysis of results indicated math fluency improvements across all students, regardless of initial performance level, but no evidence of generalization effects for any participant. Additionally, to further investigate intervention effects, two effect size measures were calculated (WC-SMD and NAP) and each participant's rate of improvement was measured in two ways. Slopes (digits correct per minute [DCM] gains per session) of baseline and intervention phases were compared, and DCM gains per intervention time were investigated. Discussion focuses on implications for providing academic interventions in virtual learning environments, the importance of direct instruction for subtraction fact fluency, as well as future directions for researchers.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1372714
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1372714
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1037/spq0000510
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 388
    Subjects:
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Subtraction
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Audio Equipment
        Type: general
      – SubjectFull: Worksheets
        Type: general
      – SubjectFull: Generalization
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Remedial Mathematics
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Reinforcement
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: School Closing
        Type: general
    Titles:
      – TitleFull: A Virtual Adaptation of the Taped Problems Intervention for Increasing Math Fact Fluency
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: McCallum, Elizabeth
      – PersonEntity:
          Name:
            NameFull: Schmitt, Ara J.
      – PersonEntity:
          Name:
            NameFull: Aspiranti, Kathleen B.
      – PersonEntity:
          Name:
            NameFull: Mahony, Kristen E.
      – PersonEntity:
          Name:
            NameFull: Honaker, Alyson C.
      – PersonEntity:
          Name:
            NameFull: Christy, Laurie A.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 2578-4218
            – Type: issn-electronic
              Value: 2578-4226
          Numbering:
            – Type: volume
              Value: 37
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: School Psychology
              Type: main
ResultId 1