Show simple item record

dc.contributor.authorSutton, Maddie J.
dc.date.accessioned2017-10-04T17:07:17Z
dc.date.available2017-10-04T17:07:17Z
dc.date.issued2017-10-04T17:07:17Z
dc.identifier.urihttp://digital.library.wisc.edu/1793/76966
dc.description.abstractProficiency in math is linked to opportunities for higher education and occupational success beyond high school. To date, many students struggle with math and educators need quick and effective approaches to assess and intervene. Brief Experimental Analysis (BEA) has been identified as a time-efficient and cost-effective way to empirically identify interventions with a likelihood of success over time. The purpose of this study was to investigate the use of BEA within the context of a conceptual understanding and procedural knowledge framework to identify effective math interventions matched to student needs. The study also investigated effects of the BEA-selected intervention over an extended analysis. Participants included four first-grade students identified by their teachers as struggling with math. Results suggest BEA methods identified interventions for all four participants. All four participants showed an increase in performance over baseline during the extended analysis phase. Limitations, directions for future research, and implications for practice are discussed.en
dc.subjectMathematics--Remedial teachingen
dc.subjectMathematics--Childrenen
dc.subjectMathematical ability in childrenen
dc.subjectIndividualized instructionen
dc.subjectMathematics--Study and teaching (Elementary)en
dc.titleAn Application of Brief Experimental Analysis Within a Conceptual and Procedural Framework with Math Fluency in Early Elementary Studentsen
dc.typeThesisen


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record