This study compared the effects of the Detect, Practice, and Repair (DPR) intervention package versus traditional Cover, Copy, and Compare (CCC) procedures in increasing multiplication math fact accuracy and fluency using an alternating treatments design with a modified control condition. Interventions were administered one-on-one across 4 fourth grade students. Three mutually exclusive multiplication sets were used with one set being assigned to each condition. Effectiveness was assessed through traditional curriculum-based measurement (CBM) procedures and through flashcard card procedures to measure accuracy. In addition, the efficiency of each intervention (i.e., amount of learning per instructional minute) was calculated. Maintenance data were collected to determine if newly learned math facts would be better maintained when taught with the DPR intervention or with the traditional CCC intervention procedures. Social validity data were collected with teachers and students to determine whether one intervention was preferred over another. Although DPR has been examined in five published research studies, it has never been examined through a one-on-one implementation or in a study directly comparing its effectiveness, efficiency, maintenance, and social validity against another intervention. In addition, this study serves as a component analysis since CCC is one component of the DPR package.
|Advisor:||Morrison, Julie Q.|
|Commitee:||Bauer, Anne, Hawkins, Renee Oliver|
|School:||University of Cincinnati|
|School Location:||United States -- Ohio|
|Source:||DAI-A 75/09(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational psychology|
|Keywords:||Cover, Copy, and Compare, Detect, Practice, and Repair, Intervention efficiency, Math fact fluency|
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