Bryant Brian R, Bryant Diane Pedrotty, Porterfield Jennifer, Dennis Minyi Shih, Falcomata Terry, Valentine Courtney, Brewer Chelsea, Bell Kathy
University of Texas at Austin, USA
University of Texas at Austin, USA.
J Learn Disabil. 2016 Mar-Apr;49(2):176-88. doi: 10.1177/0022219414538516. Epub 2014 Jun 26.
The purpose of this study was to determine the effectiveness of a systematic, explicit, intensive Tier 3 (tertiary) intervention on the mathematics performance of students in second grade with severe mathematics difficulties. A multiple-baseline design across groups of participants showed improved mathematics performance on number and operations concepts and procedures, which are the foundation for later mathematics success. In the previous year, 12 participants had experienced two doses (first and second semesters) of a Tier 2 intervention. In second grade, the participants continued to demonstrate low performance, falling below the 10th percentile on a researcher-designed universal screener and below the 16th percentile on a distal measure, thus qualifying for the intensive intervention. A project interventionist, who met with the students 5 days a week for 10 weeks (9 weeks for one group), conducted the intensive intervention. The intervention employed more intensive instructional design features than the previous Tier 2 secondary instruction, and also included weekly games to reinforce concepts and skills from the lessons. Spring results showed significantly improved mathematics performance (scoring at or above the 25th percentile) for most of the students, thus making them eligible to exit the Tier 3 intervention.
本研究的目的是确定一种系统、明确、强化的三级干预措施对二年级数学学习困难严重的学生数学成绩的有效性。跨组参与者的多基线设计显示，在数字和运算概念及程序方面的数学成绩有所提高，而这些是后续数学学习成功的基础。前一年，12名参与者接受了两剂（第一和第二学期）二级干预。在二年级时，这些参与者继续表现不佳，在研究人员设计的通用筛查测试中低于第10百分位，在远端测量中低于第16百分位，因此有资格接受强化干预。一名项目干预人员每周与学生见面5天，为期10周（一组为9周），实施强化干预。该干预采用了比之前二级二级教学更强化的教学设计特点，还包括每周的游戏，以强化课程中的概念和技能。春季结果显示，大多数学生的数学成绩有显著提高（得分在第25百分位及以上），因此他们有资格退出三级干预。
