Gary J. Duhon

Evaluating the generalization of math fact fluency gains across paper and computer performance modalities.

Computer-based interventions are being used more in the classroom. Student responses to these interventions often contribute to decisions making regarding important outcomes. It is important to understand the effect of these interventions within the context of the intervention as well as across related context. The current study examined the generalization of math fact fluency gains resulting from a computer-based intervention to paper-and-pencil performance. A total of 31 second grade students completed fluency drills on the computer or with paper and pencil. Pretest-posttest performance on both computer and paper and pencil for all students was evaluated using a doubly multivariate repeated measure ANOVA. Results indicated that gains achieved on the computer did not generalize to paper-and-pencil performance.

Effects of Academic Response Rates on Time-On-Task in the Classroom for Students at Academic and Behavioral Risk

This study examined the effects of task difficulty on on-task behavior for four students exhibiting low levels of math performance and on-task behavior. Curriculum-based assessments were conducted with each student to define the difficulty level of math tasks for each student based on the individual’s rate of accurate performance on computational math problems. Using a multi-element design, the effects of individually determined high (frustration), moderate (instructional), and easy (fluent) level tasks were evaluated on on-task behavior during independent seatwork in math class. For all students, results suggested that on-task behavior was a function of task difficulty, with on-task behavior being highest for easy (fluent) level tasks and lowest for high difficulty (frustration level) math tasks.

Using Brief Assessments to Select Math Fluency and On-task Behavior Interventions: An Investigation of Treatment Utility

This study examined the utility of a brief assessment approach for identifying a potentially effective intervention to improve math performance and on-task behavior. Participants included four elementary students referred for intervention services in the general education classroom. A brief individual assessment was conducted with each participant to compare the relative effects of incentives (reward) and instruction on math fluency. For all four students, reward plus instruction resulted in elevated performance compared to reward alone. Following the brief assessment, the effects of intervention that included both rewards and instruction was evaluated using a multiple baseline design across subjects. In all four cases, improvement was observed in math fluency and on-task behavior with intervention on a moderate difficulty (instructional) level task. Results are discussed in terms of the utility of a brief assessment approach for identifying effective interventions for individuals struggling to achieve academic and behavioral success in regular education classrooms.

A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates

To best remediate academic deficiencies, educators need to not only identify empirically validated interventions but also be able to apply instructional modifications that result in more efficient student learning. The current study compared the effect of massed and distributed practice with an explicit timing intervention to evaluate the extent to which these modifications lead to increased math fact fluency on basic addition problems. Forty-eight third-grade students were placed into one of three groups with each of the groups completing four 1-min math explicit timing procedures each day across 19 days. Group one completed all four 1-min timings consecutively; group two completed two back-to-back 1-min timings in the morning and two back-to-back 1-min timings in the afternoon, and group three completed one, 1-min independent timing four times distributed across the day. Growth curve modeling was used to examine the progress throughout the course of the study. Results suggested that students in the distributed practice conditions, both four times per day and two times per day, showed significantly higher fluency growth rates than those practicing only once per day in a massed format. These results indicate that combining distributed practice with explicit timing procedures is a useful modification that enhances student learning without the addition of extra instructional time when targeting math fact fluency.

Evaluation of Computer-Assisted Instruction for Math Accuracy Intervention

Students in the United States demonstrate low proficiency in their math skills. One promising intervention, computer-assisted instruction, may be used for remediation. There is growing support that computer-assisted instruction is effective for increasing addition and multiplication accuracy and fluency, but more research is necessary in order to endorse it as an evidence-based intervention. Three students referred to a schools problem-solving team received computer-assisted instruction that used corrective and differential visual and auditory feedback, contingent upon accuracy, in conjunction with a reward for goal attainment. Examination of performance within a multiple baseline design revealed that all students demonstrated gains in accuracy for their respective targeted math skill. The authors discuss the implications, limitations, and future directions for practice and research.

The Effect of Goal-Line Presentation and Goal Selection on First-Grader Subtraction Fluency.

Math proficiency is related to math calculation fluency. Explicit timing provides repeated practice for math fluency. It is enhanced through goal setting, graphic feedback, and rewards. Self-selected goals have potential to increase performance for math fluency. This study compared the effect of goal lines, and researcher goals versus self-selected goals. The authors compared three groups: (a) researcher-selected goals only, (b) researcher-selected goals with goal lines, and (c) self-selected goals with goal lines. First-grade students completed subtraction probes and colored in a bar graph with their performance. When participants met or exceeded their goals, participants received rewards twice per week. Results indicated that the researcher-selected goals with goal lines procedures with explicit timing had the greatest effect on subtraction fluency for first-grade students. The researcher-selected goals with goal lines and self-selected goals with goal lines groups outperformed the researcher-selected goals-only group.

Effects of Increasing Distance of a One-on-One Paraprofessional on Student Engagement

This study sought to maintain task engagement of a 4-year-old student with developmental disabilities included in a pre-K classroom while decreasing reliance of one-on-one support from a paraprofessional. To accomplish these goals, a withdrawal design (A-B-A) with a nested changing-criterion design was used to withdraw paraprofessional proximity. A cue was provided to the paraprofessional as an indicator of when to engage with and withdraw proximity from the student. Momentary time sampling procedures were used to measure task engagement during group circle time and proximity between student and paraprofessional. Results showed that task engagement was maintained at a level comparable to peers without disabilities, while proximity less than 0.9 m from the student was reduced from 95% to 18% of intervals.