Defense Date

6-20-2025

Graduation Date

Summer 8-8-2025

Availability

Immediate Access

Submission Type

dissertation

Degree Name

PhD

Department

Counseling, Psychology, & Special Education

School

School of Education

Committee Chair

Elizabeth McCallum

Committee Member

Ara Schmitt

Committee Member

Bridget Green

Keywords

Math fact fluency, Math intervention, Taped Problems intervention, performance feedback math intervention, Goal setting, reinforcement, single case design, students with disabilities

Abstract

Math fact fluency, the ability to quickly and accurately solve one-digit by one-digit math problems, is a common challenge for many school-aged children. Difficulties with fluency often lead to reliance on inefficient strategies, hindering progress in more advanced math skills. Evidence-based interventions like Taped Problems Intervention (TPI) have demonstrated effectiveness in improving math fluency. However, research suggests incorporating behavioral components such as Performance feedback (PF) and goal setting/reinforcement (GS/R) may enhance its effectiveness. The present study used a multiple-probe across-task design to evaluate the effects of three variations of TPI on the subtraction fluency of five elementary students in a learning support classroom. Fluency gains were measured using digits correct per minute (DCPM), analyzed through visual analysis and effect size calculations. All conditions improved DCPM, but the TPI+PF+GS/R condition yielded the most significant and sustained improvements. This condition increased motivation and engagement but also promoted learning transferable skills such as self-monitoring. Findings support the integration of PF and GS/R with TPI to optimize intervention outcomes. The discussion focused on implications for school psychology and educators, emphasizing the importance of simple, personalized, student-centered academic interventions for diverse learners, along with recommendations for future research.

Language

English

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