Project Activities
To conduct initial evaluations of the two Early Mathematics Boosters interventions, the research team is randomly assigning students at the beginning of first grade who are struggling with mathematics to receive the Early Mathematics Boosters Stage 2 intervention or to continue with instruction typically provided by their school. Schools participating in the study serve a significant portion of students from economically disadvantaged and/or culturally and linguistically diverse backgrounds. Students who do not respond sufficiently to the Early Mathematics Boosters Stage 2 intervention will then be randomly assigned to continue to receive Early Mathematics Boosters Stage 2 through second grade or move to the more intensive Early Mathematics Boosters Stage 3 program through second grade. Performance for all students will be tracked until the end of third grade. An initial evaluation of the Early Mathematics Boosters interventions will be conducted to determine their potential effects on identifying students with significant mathematics difficulties and disabilities, improving mathematics skills for all students, and preventing students from developing mathematics disabilities as the concepts taught become more complex.
Structured Abstract
Setting
Participating schools are located in Texas.
Sample
Approximately 2000 first grade students will participate in the study over a four year period. The study will focus on a subset of students (approximately 240) who score below the 25th percentile on the Texas Early Mathematics Inventory Diagnostic and/or Story Problem Solving assessment at the beginning of first grade. Participating schools serve a significant portion of children from economically disadvantaged and/or culturally and linguistically diverse backgrounds.
The Early Mathematics Boosters Stage 2 will be used as Tier II instruction and the Early Mathematics Boosters Stage 3 will be used for Tier III intervention. Both interventions target children's number concept, operation, quantitative reasoning, and problem solving skills. However, Early Mathematics Boosters Stage 2 will be delivered by trained tutors to small groups of five students for three days per week for 20 minute sessions while the Early Mathematics Boosters Stage 3 will be more intensive. It will be delivered by trained tutors to small groups of three for five days per week for 30 minute sessions.
Research design and methods
During the four year program of research, two cohorts of at risk first grade students will be identified and randomly assigned to receive Early Mathematics Boosters Stage 2 intervention or instruction typically provided by the school. Student progress will be monitored every two weeks to determine response to intervention. Students who were assigned to receive instruction typically provided by their school and students who receive Early Mathematics Boosters Stage 2 intervention will be assessed again in the winter of first grade. Students who were assigned to receive instruction typically provided by the school will continue to receive their assigned instruction through second grade. Students who were assigned to Early Mathematics Boosters Stage 2 and are responding to intervention will continue to receive Early Mathematics Boosters Stage 2 through second grade. Students who were assigned to receive Early Mathematics Boosters Stage 2 intervention but are not responding sufficiently will be randomly assigned to continue to receive Early Mathematics Boosters Stage 2 through second grade or move to more intensive Early Mathematics Boosters Stage 3 through second grade. While the interventions end after second grade, student performance will be tracked until the end of third grade.
Control condition
Children in the control condition will continue with instruction and intervention support typically provided by their schools.
Key measures
A range of standardized, norm-referenced, and progress monitoring measures of mathematics skills and achievement will be administered. In addition, data related to fidelity of intervention implementation will be collected.
Data analytic strategy
Quantitative data analysis techniques including analysis of covariance, regression analysis, chi-squared analysis, and growth curve analysis will be utilized to conduct an initial evaluation of Early Mathematics Boosters Stage 2 and Early Mathematics Boosters Stage 2 plus Early Mathematics Boosters Stage 3.
People and institutions involved
IES program contact(s)
Products and publications
Products: Expected products include two Early Mathematics Boosters interventions that target students with mathematics difficulties or disabilities. Additional products include reports on the initial evaluations of the Early Mathematics Boosters interventions.
Book chapter
Bryant, B.R., and Bryant, D.P. (2015). How to Read and Write as Mathematicians. In M. Hougen (Ed.), The Fundamentals of Literacy Instruction and Assessment (pp. 179-190). Baltimore, MD: Brookes Publishing Co.
Bryant, B.R., Williams, J., and Kim, S. (2013). Instructional Practices for Improving Student Outcomes in Solving Arithmetic Combinations. In B. Cook, and M. Tankersley (Eds.), Research-Based Practices in Special Education (pp. 61-72). Boston: Pearson, Inc.
Bryant, D.P., and Bryant, B.R. (2012). Using RtI in the Mathematics Classroom. In J. Bakken (Ed.), Response to Intervention in the Core Content Areas: A Practical Approach for Educators (pp. 187-212). Austin, TX: Prufrock Press.
Bryant, D.P., Bryant, B.R., Hughes, K., and Porterfield, J.A. (2011). Evidence-Based Intervention for Primary Age Students With Mathematics Challenges. In N. Gallenstein, and D. Hodges (Eds.), Mathematics for All: Instructional Strategies to Assist Students With Special Learning Needs (pp. 37-50). Olney, MD: Association for Childhood Education International (ACEI) Publications.
Bryant, D.P., Bryant, B.R., Shin, M., and Pfannenstiel, K.H. (2015). Learning Disabilities: Mathematics Characteristics and Instructional Exemplars. In S. Chinn (Ed.), The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties (pp. 243-256). New York: Routledge Taylor and Francis Group.
Bryant, D.P., Bryant, B.R., Williams, J., and Kim, S. (in press). Strategies for Improving Student Outcomes in Mathematics Computation. In D. Chard, M. Tankersley, and B. Cook (Eds.), Effective Practices in Special Education. Boston: Pearson, Inc.
Bryant, D.P., Bryant, B.R., Williams, J., Kim, S., and Shin, M. (2013). Instructional Practices for Improving Student Outcomes in Solving Arithmetic Combinations. In D. Chard, B. Cook, and M. Tankersley (Eds.), Research-Based Strategies for Improving Outcomes in Academics (pp. 58-69). Boston: Pearson, Inc.
Bryant, D.P., Pfannenstiel, K.H., Bryant, B.R., Hunt, J., and Shin, M. (2014). Selecting and Tailoring Interventions for Students With Mathematics Difficulties. In J.T. Mascolo, D.P. Flanagan, and V.C. Alfonso (Eds.), Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners (pp. 178-203). Hoboken, NJ: Wiley.
Journal article, monograph, or newsletter
Bryant, B.R., Bryant, D.P., Porterfield, J., Falcomata, T., Shih, M., Valentine, C., Brewer, C., and Bell, K. (2014). The Effects of a Tier 3 Intervention for Second Grade Students With Serious Mathematics Difficulties. Journal of Learning Disabilities: 1-14. doi:10.1177/0022219414538516
Bryant, D.P., Bryant, B.R., and Pfannenstiel, K.H. (2015). Mathematics Interventions: Translating Research Into Practice. Intervention in School and Clinic, 50(5): 255-256? doi:10.1177/1053451214560893
Bryant, D.P., Bryant, B.R., Roberts, G., Vaughn, S., Hughes, K., Porterfield, J., and Gersten, R. (2011). Early Numeracy Intervention Program for First-Grade Students With Mathematics Difficulties. Exceptional Children, 78(1): 7-23.
Dougherty, B., Bryant, D.P., Bryant, B.R., Darrough, R.R., and Pfannenstiel, K.H. (2015). Developing Concepts and Generalizations to Build Algebraic Thinking: The Reversibility, Flexibility, and Generalization Approach. Intervention in School and Clinic, 50(5): 273-28. doi:10.1177/1053451214560892 Full text
Shin, M., and Bryant, D.P. (2015). A Synthesis of Mathematical and Cognitive Performances of Students With Mathematics Learning Disabilities. Journal of Learning Disabilities, 48(1): 96-112. doi:10.1177/0022219413508324
Shogren, K.A., Plotner, A.J., Palmer, S.B., Wehmeyer, M.L., and Paek, Y. (2014). Impact of the "Self-Determined Learning Model of Instruction" on Teacher Perceptions of Student Capacity and Opportunity for Self-Determination. Education and Training in Autism and Developmental Disabilities, 49(3): 440-448.
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