Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
2011
Thesis Director
Kristin Johnson-Gros
Thesis Committee Member
Keith Wilson
Thesis Committee Member
John Best
Abstract
Although algebraic skills are vital to continuing success in higher order mathematics, few studies have examined the effectiveness of mathematics interventions with high school students. The purpose of this study was to evaluate the effects of four mathematics interventions, contingent reinforcement, repeated practice, mathematic problem previewing, and immediate corrective feedback, with six students working on linear equations. Three participants were performing instructional level and four at frustration level. After a curriculum based assessment and baseline, an alternating treatment design examined the effectiveness of each intervention across participants. The distance between the data and the x axis was analyzed to determine the most effective intervention to implement. For all students at the frustrational level and three of the four students at the instructional level, repeated practice was the most effective intervention in improving digits correct per minute. For one student at the instructional level, contingent reinforcement was the most effective intervention in improving digits correct per minute. The results will be further discussed along with limitations and future research.
Recommended Citation
McKenna, Bridget, "Using Alternating Treatment Design To Determine Math Interventions For Linear Equations" (2011). Masters Theses. 610.
https://thekeep.eiu.edu/theses/610
