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Academic Intervention. Laura Lamkin. Background. Jasmine 6 th grade Referred by teacher for problems with math Failed first semester May have difficulty with basic math fact knowledge, which in turn is affecting her math problem solving skills. Background. Concerns began in 2 nd grade

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background
Background
  • Jasmine
  • 6th grade
  • Referred by teacher for problems with math
    • Failed first semester
  • May have difficulty with basic math fact knowledge, which in turn is affecting her math problem solving skills.
background1
Background
  • Concerns began in 2nd grade
    • Difficulty with addition facts
  • Has not received any special interventions for math
  • Prefers to work with a partner during independent math work time
    • May be copying answers from a friend
  • Complains about the difficulty of her math assignments and appears sad when math work is distributed
    • Reportedly continues to put forth her best effort
problem validation
Problem Validation

Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)

Wechsler Individual Achievement Test, Second Edition (WIAT-II)

problem validation2
Problem Validation
  • Records Review
    • B’s and C’s in other classes
    • Scored in basic range on 5th grade ISTEP
    • Good attendance
  • BASC-II
    • School problems, study skills
  • Parent Interview
    • No developmental, medical, behavioral, social problems
    • Doesn’t talk to Jasmine about school
    • Sister helps with homework
problem validation3
Problem Validation
  • 6th Grade Teacher Interview
    • Behavior within normal limits
    • Does well in other areas
  • 4th and 5th Grade Teacher Interview
    • Had problems with math, but did well enough to avoid summer school
    • Problems with basic math skills and problem solving
  • Classroom Observations
    • Math and Language Arts
    • Math- on task 80% of time
    • Off task- socializing
intervention
Intervention
  • “Math Computation: Increase Accuracy By Intermixing Easy and Challenging Computation Problems” from Intervention Central
    • Uses worksheets that intersperse “easy” problems with “challenging” problems
      • If student completes alone– 1:1 ratio
      • If problems are read aloud to the student– 3:1 ratio
research review
Research Review
  • Hawkins, Skinner, and Oliver (2005)
  • Mathematical accuracy of fifth grade students was enhanced when easy problems were interspersed with more difficult problems
  • Suggested that the mixture of easy and difficult problems helped to enhance the students’ feelings of success
    • Increases the rate of reinforcement for working on assignments
research review1
Research Review
  • Cates and Skinner (2000)
  • High school students in remedial math exposed to three pairs of mathematics computation assignments
    • 3 control assignments containing15 target problems
    • 3 paired experimental assignments containing either 15 (0% more), 18 (20% more), or 21 (40% more) equivalent target problems.
    • Each experimental assignment lengthened by interspersing additional problems following every 3rd target problem.
  • Significantly more students rated the experimental assignment more favorably for time, effort, and difficulty and chose the experimental assignment for homework
intervention1
Intervention
  • Need to create math computation worksheets that contain a mixture of easy and challenging problems using worksheet generator
      • Must identify problem types Jasmine finds challenging/easy
      • Ex. Multiplying 2 digit by 2 digit vs. Adding one digits
  • Implemented by teacher’s aide
  • Completed daily for three weeks
progress monitoring
Progress Monitoring
  • To determine baseline:
    • 3 multiple skills math CBM
    • Probe developed at Intervention Central
    • 2 minutes to complete
    • Scored for digits correct per minute
    • Median score used as baseline
  • To monitor progress: collect data twice a week for three weeks using the same probes
slide13
Goal
  • Improve Jasmine’s mathematical computation skills by increasing her accuracy and to improve her attitude towards the work itself
  • Increase digits correct per minute by one digit per week
intervention modification
Intervention Modification
  • Change intervention from independent worksheet to working with teacher’s aide
  • Ratio of challenging to easy problems changes from 1:1 to 3:1
  • Continue collecting data twice a week for three weeks
conclusion
Conclusion
  • Jasmine met her goal
    • Increased digits correct per minute by 7 digits in 6 weeks
  • Improvements
    • Should have specified which method to begin with
    • Used multiple skills CBM
      • Perhaps should have limited this to multiplication and division since these were her problem areas
references
References
  • Cates, G.L., & Skinner, C.H. (2000). Getting remedial mathematics students to prefer homework with 20% and 40% more problems: An investigation of the strength of the interspersing procedure. Psychology in the Schools, 37(4), 339-347.
  • Hawkins, J., Skinner, C. H., & Oliver, R. (2005). The effects of task demands and additive interspersal ratios on fifth- grade students' mathematics accuracy. School Psychology Review, 34, 543-555.