International Journal Special Education

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INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 26, No: 3, 2011Carroll, E., Skinner, C. H., Turner, H., McCallum, E., & Woodland, S. (2006). Evaluating and comparingresponsiveness to two interventions designed to enhance math-fact fluency. School Psychology Forum:Research in Practice, 1, 1-18.Cates, G. L., & Rhymer, K. N. (2003). Examining the relationship between math anxiety and mathperformance. An instructional hierarchy perspective. Journal of Behavioral Education, 12, 23-34.Cuvo, A. J. (1979). Multiple-baseline design in instructional research: Pitfalls of measurement andprocedural advantages. American Journal of Mental Deficiency, 84, 219-228.Daly, E. J., Chafouleas, S., & Skinner, C. H. (2005). Interventions for reading problems: Designing andevaluating effective strategies. New York: The Guilford Press.Delazer, M., Domahs, F., Bartha, L., Brenneis, C., Locky, A., Treib, T., & Benke, T. (2003). Learningcomplex arithmetic: An fMRI study. Cognitive Brain Research, 18, 76-88.Deno, S. L., & Mirkin, P. K. (1977). Data-based program modification: A manual. Reston, VA: Councilfor Exceptional Children.Haring, N. G., & Eaton, M. D. (1978). Systematic instructional procedures: An instructional hierarchy.In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in theclassroom (pp. 23-40). Columbus, OH: Merrill.Horner, R. D. & Baer, D. M. (1978). Multi-probe technique: A variation of the multiple baseline. Journalof Applied Behavior Analysis, 11, 189-196.Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of singlesubjectresearch to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.Laberge, D., & Samuels, S. J. (1974). Toward a theory of automatic processing in reading. CognitivePsychology, 6, 293-323.McCallum, E., Schmitt, A. J., Schneider, D. L, Rezzetano, K., & Skinner, C. H. (2010). Extendingresearch on the taped-problems intervention: Do group rewards enhance math fact fluency development?School Psychology Forum, 4, 44-61.McCallum, E., Skinner, C. H., & Hutchins, H. (2004). The taped-problems intervention:Increasingdivision fact fluency using a low-tech self-managed time-delay intervention .Journal of Applied SchoolPsychology, 20, 129-147.McCallum, E., Skinner, C. H., Turner, H. C., & Saecker, L. B. (2006). Increasing multiplication factfluency using a low-tech, class-wide, time-delay intervention. School Psychology Review, 35, 419-435.National Center for Educational Statistics (NCES). (2009). The nation’s report card: Math highlights2005. Washington, DC: U.S. Department of Education.Pellegrino, J. W., & Goldman, S. R. (1987). Information processing and elementary mathematics.Journal of Learning Disabilities, 20, 23-32.Poncy, B. C., Skinner, C. H., & Jaspers, K. E. (2007). Evaluating and comparing interventions designedto enhance math fact accuracy and fluency: Cover, copy, and compare versus taped problems. Journal ofBehavioral Education, 16, 27-37.Sante, A. D., McLaughlin, T. F., & Weber, K. P. (2001). The use and evaluation of a direct instructionflash card strategy on multiplication math facts mastery with two students with developmentaldisabilities and attention deficit hyperactivity disorder. Journal of Precision Teaching and Celeration,17, 68-75.Poncy, B. C., Skinner, C. H., & O’Mara, T. (2006). Detect, practice, and repair (DPR): The effects of aclass-wide intervention on elementary students’ math fact fluency. Journal of Evidence-Based Practicesfor Schools, 7, 47-68.Sidman, M. (1960). Tactics of scientific research: Evaluating experimental data in psychology. NewYork: Basic Books.Skinner, C. H. (2004). Single-subject designs for school-psychologists. Journal of Applied SchoolPsychology, 20, 1-10.Skinner, C. H., Belfiore, P. J., Mace, H. W., Williams, S., & Johns, G. A. (1997). Altering responsetopography to increase response efficiency and learning rates. School Psychology Quarterly, 12, 54-64.Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providingopportunities for responding and influencing students to choose to respond. Psychology in the Schools,42, 389-403.282
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 26, No: 3, 2011The Three Problem SetsAppendix ASet A Set B Set C________________________________________________________________________9/310/216/815/324/316/436/430/542/754/949/772/84/214/712/418/627/920/532/835/545/936/663/764/88/212/218/96/321/724/628/425/540/548/656/781/9TP Assessment Probe ScriptAppendix BWhen you get your sheet, write your name at the top and then look up at me to let me know you’re ready.DO NOT START THE PROBLEMS UNTIL I TELL YOU TO.When I say Go, write your answer to the first problem (point to the first problem) and keep working untilI say Stop. Try to work each problem. If you come to one you really don’t know, put an X through it andgo to the next one. If you finish the first side, turn it over and continue working. Are there anyquestions? Go.At the end of 2 minutes: Stop. Put your pencil down.TP Intervention Worksheet ScriptYou will be listening to some math problems on this CD with your headphones. Follow along on yourworksheet going across the page and try to beat the CD by writing the answer to each problem beforeyou hear it on the CD. If you miss a problem or can’t think of the answer, write the correct answer whenyou hear it on the CD. Do your best and STAY WITH THE CD. If you need help, raise your hand and Iwill come help you. Are there any questions?283
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