Date of Award

8-2020

Document Type

Campus Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

School Psychology

First Advisor

Melissa A. Collier-Meek

Second Advisor

Brian Daniels

Third Advisor

Robin S. Codding

Abstract

Interventions must not only be effective, but also implemented with fidelity and accordingly to strength, or treatment intensity (Yeaton & Sechrest, 1981). Understanding how to intensify an intervention between tiers is critical to Response-to-Intervention (RtI), a student-focused, tiered, problem-solving approach to delivering evidence-based intervention (Fuchs & Fuchs, 2006). When consulting research and practice guidelines, inconsistencies exist for how to most effectively and efficiently deliver math interventions (DeFouw et al., 2018). The present study used a packaged intervention (i.e., Cover-Copy-Compare and Words Problems; Codding et al., 2016) to examine the impact of varying the session length, or number of minutes per intervention session, on student outcomes (i.e., DCPM). The math intervention lead to improvements during the intervention phase and continual fluency gains during the verification phase.

Comments

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