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"Poncy, Brian C"
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Toward a More Comprehensive Evaluation of Interventions: A Dose-Response Curve Analysis of an Explicit Timing Intervention
When remedying student academic deficits, educators must decide not only upon the intervention package to employ but how much of that intervention to deliver in order to provide an effective dose. In the current study, various doses of an explicit timing math fluency intervention package were evaluated with 105 fourth-grade students to identify the range of effective doses. Results indicate that doses of one 2-min intervention per day for 20 days (40 cumulative min) was the minimum required to produce a measurable treatment effect. Higher doses were also found to be effective. Discussion focuses on how using dose-response curve analysis can provide a more comprehensive evaluation of interventions that can better inform practitioners who are attempting to prevent and remedy academic skill deficits. Implications for future studies and expanded evaluation of treatments and treatment catalysts are also discussed.
Journal Article
An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes
We aggregated and analyzed single-case research targeting math-fact fluency to investigate whether learning (behavior change) data were sufficient to summarize and compare intervention outcomes or if learning rate (learning/cumulative instructional time) data would provide divergent effect size (ES) results. We also extracted the curricular scope or set size data (how many items were targeted) and evaluated the relationship with obtained ESs. The results suggest that ESs calculated without accounting for cumulative instructional time and curricular scope result in different estimates of effect than ESs that do account for cumulative instructional time and curricular scope. Discussion focuses on the importance of using learning rate and curricular scope when comparing intervention effects and limitations associated with drawing relative-effectiveness conclusions by aggregating outcomes across studies.
Journal Article
Factors Influencing the Effectiveness of Interventions: An Interaction of Instructional Set Size and Dose
The current study examined digits correct per minute (DCPM) growth using explicit timing procedures across varying instructional set sizes (ISSs) and dose. Specifically, the study used a randomized group design to compare DCPM growth within three different ISSs (9, 18, and 36 multiplication facts) across three different levels of dose (2-, 4-, and 8-min sessions) over 24 intervention sessions. Data were analyzed using a multilevel piecewise model to determine whether there was a superior dose for each ISS to maximize DCPM growth and level changes. Significant findings showed an interaction effect of ISS and dose on growth slopes and final performance. As would be expected, the steepness of growth was dependent on ISS, with scores ranging from 1.30 DCPM (ISS 36, 2-min dose) to 4.68 DCPM/session (ISS 9, 8-min dose). Overall, an 8-min dose was superior, but this condition's relation to the other two doses appeared to interact with set size. Though researchers have identified evidence-based interventions (EBIs), few have evaluated how logistical factors such as ISS and dose interact with EBIs to affect learning. The current study provides preliminary recommendations for how to pair ISS and dose to guide intervention plans.
Journal Article
Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems
An adapted alternating treatments design was used to evaluate and compare the effects of two procedures designed to enhance math fact accuracy and fluency in an elementary student with low cognitive functioning. Results showed that although the cover, copy, compare (CCC) and the taped problems (TP) procedures both increased the student's math fact accuracy and fluency, TP was more effective as it took less time to implement. Discussion focuses on the need to develop strategies and procedures that allow students to acquire basic computation skills in a manner that will facilitate, as opposed to hinder, subsequent levels of skill and concept development.
Journal Article
Using Detect, Practice, and Repair (DPR) to Differentiate and Individualize Math Fact Instruction in a Class-Wide Setting
A multiple baseline design was used across probe sets to evaluate the effect of detect, practice, and repair (DPR) on the math fact fluency rates of a thirdgrade class. DPR was applied with a large group (n = 11) selected from an intact class (n = 17) in a manner that allowed each student to work on specific problems from a specific basic fact operation (i.e., subtraction, multiplication, or division) based on a daily assessment of their instructional needs. Prior to the implementation of DPR, students were computing an average of 18.4 digits correct per minute (DCPM). After using DPR for 11 sessions, students were computing an average of 31.2 DCPM. This 12.8 DCPM increase over 36 problems required approximately 132 min (12 min per session). Discussion focuses on the need for and challenges associated with developing intervention strategies and procedures that efficiently increase student skills at the class-wide level, with an emphasis on simultaneously meeting the needs of both high and low achievers by differentiating instruction.
Journal Article
Evaluation of Techniques to Promote Generalization with Basic Math Fact Skills
The purpose of the current study was to investigate the effect of three procedures designed to promote the generalization of fluent responding of 12 addition facts to 12 related subtraction facts. The first procedure was completed to determine whether increases in the number of digits correct per minute computed on addition facts would generalize to related subtraction facts. If students were fluent in the targeted addition problems and no generalization was detected, a second procedure was implemented where students completed a conceptual lesson. If no generalization was observed during this phase, a third procedure was implemented where students completed addition problems presented in a cloze format. Results failed to demonstrate generalized fluency gains across any of the procedures. Discussion focuses on future directions of generalization research to further our understanding of the conditions needed for generalization to occur.
Journal Article
Introduction to the Special Issue: Toward an Explicit Technology for Generalizing Academic Behavior
This special issue of the Journal of Behavioral Education was designed to call attention to a much needed area of academic intervention research: generalization programming. Although the occurrence of generalized responding across items, settings, tasks, and time is clearly recognized as a goal of intervention, less research has been devoted to the technology through which such generalization may occur. This introductory article revisits the concept of generalization and the methods that may be used to facilitate generalization.
Journal Article
An Examination of Two Techniques for Promoting Response Generalization of Early Literacy Skills
This study examined the application of two generalization procedures designed to promote generalized responding across two early literacy skills. Letter sound fluency was targeted using direct intervention for three subjects within a multiple baseline design. After instruction was complete, two generalization procedures (cueing and providing sufficient response exemplars) were tested in an increasingly intense application of the procedures to determine whether sufficient levels of response generalization to letter sound blending could be programmed. Results indicated that although some subjects demonstrated minor levels of unprogrammed or spontaneous generalization, more complete levels of generalization were accomplished only once generalization techniques were employed.
Journal Article
