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Fontenelle, Scuddy; Poncy, Brian C.; Solomon, Benjamin G.; Schutte, Greg; Loethen, Emily – School Psychology Review, 2022
An adapted alternating treatments design was used to compare the effects of class-wide applications of Taped Problems (TP) and Explicit Timing (ET) interventions on digits correct per minute (DCPM) scores. The study also investigated whether initial fluency scores would differentiate intervention effectiveness between TP and ET procedures. Results…
Descriptors: Problem Sets, Time on Task, Intervention, Grade 2
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Miller, Sarah J.; Noell, George H.; Harris, Meredith T.; McIver, Elise B.; Alvarez, Jessica P. – Assessment for Effective Intervention, 2020
Research evaluating the variables that influence learning has devoted inadequate attention to the influence of the amount of new material presented at one time. The current study evaluated the impact of varying instructional set size (ISS) on the rate at which elementary school students mastered multiplication facts while receiving constant time…
Descriptors: Elementary School Students, Multiplication, Mathematics Instruction, Problem Sets
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Miller, Kelli C.; Skinner, Christopher H.; Gibby, Lana; Galyon, Charles E.; Meadows-Allen, Sadonya – Journal of Behavioral Education, 2011
A multiple-baseline design across math-fact sets was used to evaluate the effects of a taped-problems intervention on students' performance with addition facts and their inverses in an intact, rural, second-grade classroom. Results suggested that the procedure was effective in improving fluency on math facts as well as their inverses. Across 3…
Descriptors: Generalization, Problem Sets, Elementary School Mathematics, Mathematics Achievement