Selecting Intervention Strategies: Using Brief Experimental Analysis for Mathematics Problems

Codding, Robin S.; Baglici, Stephanie; Gottesman, Dana; Johnson, Mitchelle; Kert, Allison Schaffer; Lebeouf, Patricia

doi:10.1080/15377900802484661

Cited by 16 publications

(18 citation statements)

References 28 publications

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“…Similar to the findings of previous research (i.e., Carson and Eckert 2003;Codding et al 2009;Hendrickson et al 1996), the results of the current study suggest that BEA can effectively predict the most effective intervention for increasing student math fluency. For all three students, the BEA-predicted most effective intervention was congruent with the results of the extended intervention analysis of the targeted J Behav Educ (2012) 21:99-118 113 single skill.…”

Section: Discussionsupporting

confidence: 91%

“…Thus, the purpose of the present study was to evaluate agreement between the results obtained during the BEA and extended intervention analysis phases by comparing all interventions as opposed to only the BEA-predicted intervention. Based on previous research (i.e., Carson and Eckert 2003;Codding et al 2009;Hendrickson et al 1996), we hypothesized that the intervention identified to yield the greatest performance (i.e., highest digits correct per minute; DCPM) in the BEA would also be identified as the most effective intervention in the extended intervention analysis. As CCC, TP, and MTM have yet to be compared in a single study, a secondary purpose of this study was to analyze both the efficacy and efficiency of these three math interventions for improving the math fluency of three students identified with math fluency deficits.…”

Section: Introductionmentioning

confidence: 98%

“…Despite the success noted in the area of reading, few studies have examined the feasibility of adapting BEA methodology to the area of mathematics (Codding et al 2009). Additionally, although previous researchers have utilized alternating treatment designs (ATD) to evaluate the efficacy of a BEA-predicted intervention (i.e., Eckert et al 2000) few, if any, studies have employed an ATD to evaluate the effectiveness of all interventions to validate the BEA prediction.…”

Section: Introductionmentioning

confidence: 99%

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The Utility of Brief Experimental Analysis and Extended Intervention Analysis in Selecting Effective Mathematics Interventions

Mong

2011

J Behav Educ

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The present study evaluated the utility of brief experimental analysis (BEA) in predicting effective interventions for increasing the math fluency of 3 elementary students identified as having math skill deficits. Baseline data were collected followed by implementation of a BEA consisting of the following interventions: cover, copy, and compare, taped problems (TP), and math to mastery (MTM). An extended analysis phase using an alternating treatments design compared all 3 interventions against the results of the BEA. Two follow-up measurements were taken 5 days and 15 days after termination of the extended intervention analysis phase. Results indicated the BEA correctly predicted the most effective intervention for enhancing math fluency for all 3 students. Comparison of the intervention conditions revealed the MTM intervention to be the most effective intervention for 2 of the 3 students, while the TP intervention was the most efficient for 2 of the 3 students.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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The Utility of Brief Experimental Analysis and Extended Intervention Analysis in Selecting Effective Mathematics Interventions

Mong

2011

J Behav Educ

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“…Studies of healthy populations have indicated that extrinsic motivation can enhance reading fluency and math performance (Codding et al, 2009;Eckert, Ardoin, Daly, & Martens, 2002;Jones et al, 2009;Noell, Freeland, Witt, & Gansle, 2001). Motivational effects on academic fluency may be related to the finding that in healthy populations, brain structures associated with tasks involving reaction time show increased activation during conditions of enhanced motivation (Locke & Braver, 2008;Pochon et al, 2002;Taylor et al, 2004).…”

Section: Motivation Academic Fluency and The Cerebellummentioning

confidence: 96%

Effect of motivation on academic fluency performance in survivors of pediatric medulloblastoma

Holland¹,

Hughes

Harder³

et al. 2015

Child Neuropsychology

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It has been proposed previously that extrinsic motivation may enable survivors of childhood medulloblastoma to significantly improve aspects of neurocognitive performance. In healthy populations, enhanced motivation has been shown to promote academic fluency, a domain likely more relevant to the educational outcomes of pediatric medulloblastoma survivors than academic skill development. The present study investigates the effect of enhanced extrinsic motivation on fluent (i.e., accurate and efficient) academic performance in pediatric medulloblastoma survivors. Participants were 36 children, ages 7-18, who had completed treatment for medulloblastoma. Participants completed a neuropsychological battery that included administration of equivalent tasks on Forms A and B of the Woodcock-Johnson III Tests of Achievement. Half were randomly assigned to an incentive condition prior to the administration of Form B. Provision of a performance-based incentive resulted in statistically significant improvement, but not normalization of function, in performance on measures of academic fluency. No demographic, treatment-related, academic, neuropsychological, or self-perception variables predicted response to incentive. Findings suggest that academic performance of survivors may significantly improve under highly motivating conditions. In addition to implications for educational services, this finding raises the novel possibility that decreased motivation represents an inherent neuropsychological deficit in this population and provides a rationale for further investigation of factors affecting individual differences in motivational processes. Further, by examining effort in a context where effort is not inherently suspect, present findings also significantly contribute to the debate regarding the effects of effort and motivation on neuropsychological performance.

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“…BEA has been used most often for selecting components of reading fluency interventions; however, in recent years, additional research has emerged that includes BEA of interventions for a variety of skill areas, including phonemic segmentation (Daly, Johnsons, & LeClair, ); letter formation and early writing (e.g., Burns, Ganuza, & London, ; Parker, Dickey, Burns, & McMaster, ); mathematics (Carson & Eckert, ; Codding et al., ; Mong & Mong, ; Reisener, Dufrene, Clark, Olmi, & Tingstrom, this issue; VanDerHeyden & Burns, ); and problem behaviors related to academics (Schmidt, Shanholtzer, Mezhoudi, Scherbak, & SungWoo, ).…”

Section: Problem Identificationmentioning

confidence: 99%

Behavior Analytic Consultation for Academic Referral Concerns

Dufrene

Zoder‐Martell

Dieringer

et al. 2015

Psychology in the Schools

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Applied behavior analysis provides a technology of human behavior that demonstrates great potential for improving socially important outcomes for individuals. School‐based consultation may provide a vehicle for delivering applied behavior analysis services in schools to address academic referral concerns. In this article, we propose that school‐based consultants should use the principles of applied behavior analysis as a guide for their consultation efforts. We provide the conceptual rationale for the use of applied behavior analysis as a guide for school‐based consultants and specific procedural recommendations for applying a behavior analytic approach to school‐based consultation.

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Selecting Intervention Strategies: Using Brief Experimental Analysis for Mathematics Problems

Cited by 16 publications

References 28 publications

The Utility of Brief Experimental Analysis and Extended Intervention Analysis in Selecting Effective Mathematics Interventions

The Utility of Brief Experimental Analysis and Extended Intervention Analysis in Selecting Effective Mathematics Interventions

Effect of motivation on academic fluency performance in survivors of pediatric medulloblastoma

Behavior Analytic Consultation for Academic Referral Concerns

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