The present study evaluated the use of Brief Experimental Analysis (BEA) as an math fluency intervention selection procedure for three elementary aged students identified as having math skill deficits. During the study, baseline data were collected, and BEA was conducted. BEA involved implementation of two math fluency interventions, Cover, Copy, Compare (CCC), and Math to Mastery (MTM). An extended analysis phase using a multi-element design compared each student’s performance during intervention implementation, to their performance during baseline. Results indicated that for all three students, performance was better during intervention chosen through BEA, than it was during baseline during baseline. BEA indicated that MTM was the best performing intervention for all three students, and results during extended analysis supported this finding.
|Advisor:||Everett, Gregory E.|
|Commitee:||Everett, Gregory E., Jewell, Jeremy, McKenney, Elizabeth|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 54/05M(E), Masters Abstracts International|
|Subjects:||Psychology, Experimental psychology|
|Keywords:||Brief, Copy, Cover, Mastery, Math|
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