Date of Award

5-31-2017

Document Type

Campus Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Counseling

First Advisor

Robin S. Codding

Second Advisor

Melissa A. Collier-Meek

Third Advisor

Lindsay M. Fallon

Abstract

Research suggests that skill- and performance-based deficits are interrelated, and it is estimated that the co-occurrence of these deficits could be as high as over 50% of students who are academically underachieving (Hinshaw, 1992). Specifically, these deficits are associated with poor mathematics outcomes. Brief Experimental Analysis (BEA) is an evidence-based procedure for quickly identifying effective skill and performance strategies. The present study used an adapted alternating treatments design to examine the utility of the BEA procedure in the evaluation of combining skill and performance components in a mathematics treatment package. The BEA procedure accurately identified an effective skill or performance strategy for four out of five participants. In only one case was the combination of skill and performance components identified as the relative most effective intervention.

Comments

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