The Effects of a Math Intervention Identified During a Brief Experimental Analysis for Middle-School Students.
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| Title: | The Effects of a Math Intervention Identified During a Brief Experimental Analysis for Middle-School Students. |
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| Authors: | Mouanoutoua, John (AUTHOR), McComas, Jennifer (AUTHOR), Xiong, Ellina (AUTHOR), Almalki, Mohammed (AUTHOR) |
| Source: | Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p285-316. 32p. |
| Subjects: | Multiplication, Evaluation methodology, Multi-tiered systems of supports, Limited English-proficient students, Hispanic American students, Tutors & tutoring, Academic achievement, Middle school students |
| Abstract: | Brief experimental analysis (BEA) is a systematic process used to quickly examine the effects of multiple interventions on an academic skill or subskill performance of students who are not making adequate progress with core instruction in a specific area. BEA has been mostly applied as a way of identifying intensive individualized interventions at Tier 3 in multi-tier systems of support and implemented primarily with elementary aged students, with most studies conducted in the area of reading. This study utilized BEA to efficiently identify an effective individualized math intervention for improving multiplication fact proficiency for four middle-school-aged Hispanic students, three of whom were English language learners. Results of the BEAs specified an effective intervention that produced both performance gains across three distinct multiplication fact sets in a multiple baseline across fact sets design and maintenance of effects over time in all but two fact sets for one of the participants. In addition, near (untaught inverse multiplication facts) and far (untaught related division facts) generalization of the effects of the intervention were measured for each participant with mixed results across participants. The current investigation extends the literature on the use of BEA to identify effective math interventions for improving multiplication fluency among middle-school-aged Hispanic students who are English language learners. In addition, implications of expecting the effects to generalize to untaught facts and math operations without use of explicit strategies to promote generalization are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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