Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill

2020 ◽  
Vol 121 (1) ◽  
pp. 125-153
Author(s):  
Ben Clarke ◽  
Christian T. Doabler ◽  
Jessica Turtura ◽  
Keith Smolkowski ◽  
Derek B. Kosty ◽  
...  
Keyword(s):  
Group Size ◽  
Mathematics Intervention ◽  
Kindergarten Mathematics

scholarly journals Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size

AERA Open ◽  
2017 ◽  
Vol 3 (2) ◽  
pp. 233285841770689 ◽  
Author(s):  
Ben Clarke ◽  
Christian T. Doabler ◽  
Derek Kosty ◽  
Evangeline Kurtz Nelson ◽  
Keith Smolkowski ◽  
...  
Keyword(s):  
Small Group ◽  
Group Size ◽  
Mathematics Intervention ◽  
Small Group Size ◽  
Kindergarten Mathematics

scholarly journals Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention

2019 ◽  
pp. 073194871988492
Author(s):  
Christian T. Doabler ◽  
Ben Clarke ◽  
Derek Kosty ◽  
Hank Fien ◽  
Keith Smolkowski ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Controlled Trial ◽  
Mathematics Learning ◽  
Tier 2 ◽  
Teacher Modeling ◽  
Mathematics Intervention ◽  
Instructional Interactions ◽  
Practice Opportunities ◽  
Kindergarten Mathematics

Instructional interactions that occur between teachers and students around foundational mathematics topics are critical for supporting mathematical proficiency among students with mathematics learning disabilities (MLD). This study investigated whether the initial mathematics skill of 880 kindergarten students at risk of MLD predicted the quantity and quality of explicit instructional interactions (i.e., overt teacher modeling, student practice opportunities, and academic feedback) experienced during an empirically validated Tier 2 kindergarten mathematics intervention. It also examined whether the quantity and quality of such instructional interactions predicted gains in student mathematics achievement. Researchers conducted 740 direct observations of 255 intervention groups within a multiyear, randomized controlled trial. Results suggested that intervention groups with lower initial mathematics skill received higher rates of academic feedback and made more frequent errors. In addition, more frequent and higher quality academic feedback and group practice opportunities predicted increased mathematics achievement. Implications for investigating the active ingredients of mathematics interventions are discussed.

Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention

2014 ◽  
Vol 49 (2) ◽  
pp. 152-165 ◽  
Author(s):  
Ben Clarke ◽  
Christian T. Doabler ◽  
Keith Smolkowski ◽  
Scott K. Baker ◽  
Hank Fien ◽  
...  
Keyword(s):  
Tier 2 ◽  
Mathematics Intervention ◽  
Kindergarten Mathematics

Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention

2016 ◽  
Vol 9 (4) ◽  
pp. 607-634 ◽  
Author(s):  
Ben Clarke ◽  
Christian Doabler ◽  
Keith Smolkowski ◽  
Evangeline Kurtz Nelson ◽  
Hank Fien ◽  
...  
Keyword(s):  
Tier 2 ◽  
Mathematics Intervention ◽  
Term Efficacy ◽  
Kindergarten Mathematics

Effects of a Pre-Kindergarten Mathematics Intervention: A Randomized Experiment

2008 ◽  
Vol 1 (3) ◽  
pp. 155-178 ◽  
Author(s):  
Alice Klein ◽  
Prentice Starkey ◽  
Douglas Clements ◽  
Julie Sarama ◽  
Roopa Iyer
Keyword(s):  
Randomized Experiment ◽  
Mathematics Intervention ◽  
Kindergarten Mathematics

Examining the Impact of Group Size on the Treatment Intensity of a Tier 2 Mathematics Intervention Within a Systematic Framework of Replication

2018 ◽  
Vol 52 (2) ◽  
pp. 168-180 ◽  
Author(s):  
Christian T. Doabler ◽  
Ben Clarke ◽  
Derek Kosty ◽  
Evangeline Kurtz-Nelson ◽  
Hank Fien ◽  
...  
Keyword(s):  
Group Size ◽  
Kindergarten Students ◽  
Treatment Intensity ◽  
Observation Data ◽  
Tier 2 ◽  
Mathematics Intervention ◽  
Tier 2 Interventions ◽  
Practice Opportunities ◽  
Student Practice ◽  
The Impact

Group size and treatment intensity are understudied topics in mathematics intervention research. This study examined whether the treatment intensity and overall intervention effects of an empirically validated Tier 2 mathematics intervention varied between intervention groups with 2:1 and 5:1 student-teacher ratios. Student practice opportunities and the quality of explicit instruction served as treatment intensity metrics. A total of 465 kindergarten students with mathematics difficulties from 136 intervention groups participated. Results suggested comparable performances between the 2:1 and 5:1 intervention groups on six outcome measures. Observation data indicated that student practice differed by group size. Students in the 5:1 groups received more opportunities to practice with their peers, while students in the 2:1 groups participated in more frequent and higher quality individualized practice opportunities. Implications in terms of delivering Tier 2 interventions in small-group formats and engaging at-risk learners in meaningful practice opportunities are discussed.

An ecological basis for large group size in Colobus angolensis in the Nyungwe Forest, Rwanda

2001 ◽  
Vol 39 (1) ◽  
pp. 83-92 ◽  
Author(s):  
Cheryl Fimbel ◽  
Amy Vedder ◽  
Ellen Dierenfeld ◽  
Felix Mulindahabi
Keyword(s):  
Group Size ◽  
Large Group ◽  
Colobus Angolensis ◽  
Ecological Basis
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