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This dissertation examined the effects of high school students’ independent, remedial, home-based math practice while receiving parent support on math computation fluency. The multi-component intervention package encompassed both home-based remedial practice and parent support. Teacher interviews, normative assessments, and a performance-deficit analysis were conducted to identify high-school students who displayed math academic skill deficits. Next, identification and analysis of individual skills (e.g., multiplication, division) to be targeted for intervention occurred for each participant included in the study. A multiple-baseline across participants design was used to examine teaching high school students to choose effective instructional components for math computation and subsequently given support to implement the intervention(s) of their choice on math computation fluency. Conditions were implemented with a high degree of integrity, and results demonstrated that, though there were some performance increases, there were no observable increases in math academic performance and experimental control was not established. Results were discussed in terms of the importance of identifying appropriate instructional antecedents and consequences for establishing stimulus control, providing adolescents with instruction on intervention use, allowing students to choose intervention components, establishing an appropriate balance between parental involvement and support and adolescent autonomy, and determining acceptability of all participants involved. Discussion also focused on the limitations of the current study, including time constraints, treatment integrity, and measurement issues, as well as directions for future research, such as examining intervention components separately, technology use, and exploring treatment strength and intensity in relation to acceptability.

The current two-experiment study examined the effects of a regressive prompt-delay procedure on sight-word reading of four elementary school students. In contrast to traditional progressive prompt-delay procedures in which the latency of prompts is increased, the regressive prompt-delay latency is decreased over time. Data indicate that participants learned sight words quickly and maintained responding at high levels when instruction was withdrawn across both regressive and progressive prompt-delay conditions. Results are discussed in context of empirically supported prompting strategies and possible motivating operations that might be introduced when the learner is instructed to respond more quickly than the experimenter in regressive prompt delay (e.g., a game-like activity that potentially makes the activity educational, engaging, and enjoyable for students).