Date of Award:
5-2013
Document Type:
Thesis
Degree Name:
Educational Specialist (EdS)
Department:
Psychology
Committee Chair(s)
Donna Gilbertson
Committee
Donna Gilbertson
Committee
Gretchen Gimpel Peacock
Committee
Andrew Samaha
Abstract
The purpose of this study was to examine the utility of a brief assessment for the selection of an effective instruction to increase fluency performance on computation math problems. Participants were four general education third-grade students who performed below the median score on a classwide administered multiple math skills probe. Students first participated in a brief assessment within a mini-withdrawal design to compare the relative effects of a contingent reward (CR) condition to a baseline condition on math fluency performance using a multiple skills probe. All four students increased performance when given an opportunity to earn an incentive for meeting a performance goal. Increased performance indicated a performance deficit to explain low math performance and that the students would positively respond to a contingent reward intervention on single math skills. To validate this hypothesis, the effects of baseline, CR, and instruction plus CR on fluency performance over time was assessed using a multiple baseline design across three single target skills for each student. Of the 12 skills assessed, results from the extended analysis demonstrated that the CR was effective on one skill, instruction plus CR was effective on five skills, and performance improved during baseline on six skills. Post results showed improved performance on the multiple probe for all students but performance was retained over 2 to 4 weeks on 5 of the 12 skills mastered during the study. Discussion focuses on considerations of the utility of a brief assessment approach in the application decision making and for future research
Checksum
dcd3272ad97c9e7a7c8094f1270a5d23
Recommended Citation
Denison, Aaron John, "Utility of an Error Analysis and Performance Deficit Assessment for Selecting Brief Interventions to Increase Math Fluency" (2013). All Graduate Theses and Dissertations. 1485.
https://digitalcommons.usu.edu/etd/1485
Included in
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .