The effects of explicit timing on mathematics performance in second-grade Caucasian and African American students.

Rhymer, Katrina N; Henington, Carlen; Skinner, Christopher H.; Looby, Eugenie Joan

doi:10.1037/h0089016

Cited by 66 publications

(15 citation statements)

References 47 publications

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“…This is consistent with assertions that simpler interventions, such as ET (Codding et al 2009a, b), may be an effective class-wide intervention to improve math skills fluency (Codding et al 2009a, b;Rhymer et al 1998Rhymer et al , 1999Rhymer et al , 2002. The students received substantial benefits across all ET practice groups.…”

Section: Discussionsupporting

confidence: 89%

“…Explicit timing (ET) is one simpler intervention, and it consists of giving the students a math worksheet and having them complete the items for a specified amount of time. Class-wide administration of ET was found effective for increasing fluency for multiple basic math facts (Rhymer et al 2002), including addition, subtraction (Rhymer et al 1999;Van Houten and Thompson 1976), and multiplication (Rhymer et al 1998). ET has demonstrated comparable effects on math fact accuracy and fluency to other class-wide interventions, like interspersal procedures (untimed practice probes with mixed easy and difficult or targeted problems; Rhymer and Cates 2006;Rhymer and Morgan 2005) and CCC (Codding et al 2007).…”

Section: Class-wide Intervention and Explicit Timingmentioning

confidence: 97%

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A Comparison of Group-Oriented Contingencies for Addition Fluency

Gross

Duhon

Shutte

et al. 2015

Contemp School Psychol

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Math fact fluency is critical for understanding complex mathematics. Explicit timing interventions have shown promise for improving math fluency, and they may benefit from being paired with group-oriented contingencies. Further, investigations of independent and dependent grouporiented contingencies would help to identify their relative advantages. This study compared the effect of group contingency variations of an explicit timing intervention with goal setting and graphic feedback. Independent and dependent group-oriented contingency groups were compared along with an explicit timing only group. First-grade students completed daily addition probes and received graphs for the previous weeks' performance at the beginning of each week. Twice per week, the contingency groups received rewards based on their performance consistent with the contingency type. Results indicated that students in the independent grouporiented contingency condition had the greatest improvements in addition fluency. There was no difference found between the dependent and the explicit timing only group.

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Section: Discussionsupporting

confidence: 89%

Section: Class-wide Intervention and Explicit Timingmentioning

confidence: 97%

A Comparison of Group-Oriented Contingencies for Addition Fluency

Gross

Duhon

Shutte

et al. 2015

Contemp School Psychol

View full text Add to dashboard Cite

show abstract

“…The detect and sprint phases provide opportunities to respond under timed conditions. Researchers investigating explicit timing have found that such procedures can enhance math fluency (Codding et al, 2007;Rhymer, Henington, Skinner, & Looby, 1999;Rhymer, Skinner, Henington, D'Reaux, & Sims, 1998;Van Houten & Thompson, 1976). The repair phase (sprint) following CCC provides students with an opportunity to independently respond (without prompts) immediately following CCC, which may enhance learning (Bliss et al, in press).…”

mentioning

confidence: 97%

An investigation of Detect, Practice, and Repair to remedy math‐fact deficits in a group of third‐grade students

Poncy

Skinner

Axtell

2010

Psychology in the Schools

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A multiple-probe-across-problem-sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication-fact fluency development in seven third-grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group-administered, metronome-paced assessment used to identify specific facts in need of repair. Next, Cover, Copy, and Compare (CCC) procedures are used to enhance automaticity with those specific facts. Lastly, students complete a 1-min speed drill and self-graph their fluency performance. Results showed large level and trend increases in fact fluency after DPR was applied across all three sets of multiplication problems. Discussion focuses on the importance of developing effective and efficient basic-skill-remediation procedures and directions for future research. C 2010 Wiley Periodicals, Inc.

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“…Cueing procedures can be as simple as starting a stopwatch in plain view of the students when you tell them to begin (Derr & Shapiro, 1989;Derr-Minneci & Shapiro, 1992;Evans, Skinner, Henington, Sims, & McDaniel, 2002). Providing temporal prompts as the students are working (e.g., having students underline the last problem completed as each minute has passed) also has been shown to enhance AAA responding rates (Rhymer, Henington, Skinner, & Looby, 1999;Rhymer, Skinner, Henington, D'Reaux, & Sims, 1998;Van Houten, Morrison, Jarvis, & McDonald, 1974;Van Houten & Thompson, 1976). Altering response topography has been shown to enhance AAA responding rates.…”

Section: Target Behaviorsmentioning

confidence: 95%

Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond

2005

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Although educators often provide opportunities for students to engage in active academic responding, in many situations, students either cannot or will not respond. In the current article, we analyze the reasons students fail to respond. Practical procedures educators can use to prevent can't do problems are provided. Won't do problems are conceptualized as choice behaviors. Both applied and theoretical research on choice behavior provides the basis for recommendations designed to enhance the probability of students choosing to engage in active accurate academic (AAA) responding. Such procedures can increase skill development and achievement while decreasing inappropriate behaviors that are incompatible with AAA responding. School psychologists may utilize this information during the initial stages of collaborative problem solving (e.g., consultation) to help conceptualize problems. This conceptualization may then guide the assessment and intervention processes.

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The effects of explicit timing on mathematics performance in second-grade Caucasian and African American students.

Cited by 66 publications

References 47 publications

A Comparison of Group-Oriented Contingencies for Addition Fluency

A Comparison of Group-Oriented Contingencies for Addition Fluency

An investigation of Detect, Practice, and Repair to remedy math‐fact deficits in a group of third‐grade students

Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond

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