How to Build Declarative and Procedural Fluency Simultaneously Using Complementary Independent Practice Strategies

Abstract

Fluency in math facts and procedures is critical for math achievement overall and often challenging for students with emotional and behavioral disorders to develop. This article describes how to implement two, complementary and evidence-based practice strategies, incremental rehearsal and Cover-Copy-Compare, to build declarative and procedural fluency in tandem. How-to steps, example materials, and additional resources are provided.

Developing Self-Monitoring Skills in Mathematics for Students with Emotional and Behavioral Disorders

“…Consider printing out a picture of all the target facts (such as a 10 × 10 multiplication chart) and having the student color in the facts that have been mastered. (For more information on CCC in math, see Morano & Aigotti, 2022. )…”

“…Self-talk can be done sub-vocally to keep your student from distracting classmates Behavioral Support Embedded within the Intervention (Powell et al, 2022) • Use the self-reinforcing (self-monitoring) checklist mentioned can be taken directly from Figure 1 Common Session Structure (Powell et al, 2022) • Use Figure 1 during all phases of the common session structure Fact Fluency (Powell et al, 2022) • Use self-talk during math fact fluency drills. Self-talk can be demonstrated out loud, whispered, or sub-vocally depending on the environment Explicit Instruction (Powell et al, 2022) • Model the use of Figure 1 using explicit instruction, and during the "you-do" phase, your student can utilize Figure 1 to keep on task Visual Representations (Powell et al, 2022) • Use a visual representation like Figure 3 for schema identification of addition and subtraction problems Incremental Rehearsal (Morano & Aigotti, 2022) • Use Figure 1, but instead of recording responses over time intervals, record responses after every round with the flash cards. Your student can record the length of time it takes them to complete each round of the incremental rehearsal Cover-Copy-Compare (CCC; Morano & Aigotti, 2022) • CCC is easily incorporated into your student's self-monitoring process.…”

“…Self-talk can be demonstrated out loud, whispered, or sub-vocally depending on the environment Explicit Instruction (Powell et al, 2022) • Model the use of Figure 1 using explicit instruction, and during the "you-do" phase, your student can utilize Figure 1 to keep on task Visual Representations (Powell et al, 2022) • Use a visual representation like Figure 3 for schema identification of addition and subtraction problems Incremental Rehearsal (Morano & Aigotti, 2022) • Use Figure 1, but instead of recording responses over time intervals, record responses after every round with the flash cards. Your student can record the length of time it takes them to complete each round of the incremental rehearsal Cover-Copy-Compare (CCC; Morano & Aigotti, 2022) • CCC is easily incorporated into your student's self-monitoring process. See Table 2 Concrete-Representational-Abstract (Flores & Hinton, 2022) • Figure 1 can be used by your student whenever they are solving math problems using concrete, representational, or abstract methods Schema Instruction (Peltier et al, 2022) • Schema instruction (see Figure 3) is easily incorporated into your student's selfmonitoring process.…”