Evaluating the Effects of an Algebraic Frequency Building Intervention for Students with Disabilities

Arslan, Ç., & Altun, M. (2007). Learning to solve non-routine mathematical problems. İlköğretim Online, 6(1), 35–49.

Google Scholar 

Beesley, A. D., Clark, T. F., Dempsey, K., & Tweed, A. (2018). Enhancing formative assessment practice and encouraging middle school mathematics engagement and persistence. School Science and Mathematics, 118(1–2), 4–16.

Google Scholar 

Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. The Behavior Analyst, 19(2), 163–197. https://doi.org/10.1007/BF03393163

Article  PubMed  PubMed Central  Google Scholar 

Boaler, J. (2015). Fluency without fear: Research evidence on the best ways to learn math facts. https://www.youcubed.org/fluency-without-fear/. Accessed 15 August 2024

Bone, E., Bouck, E., & Witmer, S. (2021). Evidence-based systematic review of literature on algebra instruction and interventions for students with learning disabilities. Learning Disabilities, 19(1), 1–22.

Google Scholar 

Bouck, E. C., Park, J., Satsangi, R., Cwiakala, K., & Levy, K. (2019). Using the virtual-abstract instructional sequence to support acquisition of algebra. Journal of Special Education Technology, 34(4), 253–268. https://doi.org/10.1177/0162643419833022

Article  Google Scholar 

Chapman, S. M., Ault, M. J., Spriggs, A. D., Bottge, B. A., & Shepley, S. B. (2019). Teaching algebra with a functional application to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 54(2), 161–174.

Google Scholar 

Clark-Carter, D. (2005). Geometric Mean. In B. Everitt & D. Howell (Eds.), Encyclopedia of statistics in behavioral science (pp. 744–745). Wiley.

Google Scholar 

Cortiella, C. (2011). The state of learning disabilities. National Center for Learning Disabilities.

Datchuk, S. M., Kubina, R. M., & Mason, L. H. (2015). Effects of sentence instruction and frequency building to a performance criterion on elementary-aged learners with behavioral concerns and EBD. Exceptionality, 23, 34–53. https://doi.org/10.1080/09362835.2014.986604

Article  Google Scholar 

Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 Years? Frontiers in Psychology, 7, 508. https://doi.org/10.3389/fpsyg.2016.00508

Article  PubMed  PubMed Central  Google Scholar 

Evans, A. L., Bulla, A. J., & Kieta, A. R. (2021). The precision teaching system: A synthesized definition, concept analysis, and process. Behavior Analysis in Practice, 14, 559–576. https://doi.org/10.1007/s40617-020-00502-2

Article  PubMed  PubMed Central  Google Scholar 

Faulkner, V. N., Crossland, C. L., & Stiff, L. V. (2013). Predicting eighth-grade algebra placement for students with individualized education programs. Exceptional Children, 79(3), 329–345.

Google Scholar 

Fayer, S., Lacey, A., & Watson, A. (2017). STEM occupations: Past, present, and future. Spotlight on Statistics. U.S. Bureau of Labor Statistics.

Gaertner, M. N., Kim, J., DesJardins, S. L., & McClarty, K. L. (2014). Preparing students for college and careers: The causal role of algebra II. Research in Higher Education, 55(2), 143–165. https://doi.org/10.1007/s11162-013-9322-7

Article  Google Scholar 

Gist, C., & Bulla, A. J. (2020). A systematic review of frequency building and precision teaching with school-aged children. Journal of Behavioral Education, 31, 43–68. https://doi.org/10.1007/s10864-020-09404-3

Article  Google Scholar 

Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–180. https://doi.org/10.1177/001440290507100203

Article  Google Scholar 

Jimenez, B., Courtade, G., & Browder, D. (2008). Teaching an algebraic equation to high school students with moderate developmental disabilities. Education and Training in Developmental Disabilities, 43(2), 266–274.

Google Scholar 

Johnston, J. M., & Pennypacker, H. S. (2009). Strategies and tactics of behavioral research (3rd ed.). Routledge.

Jordan, N. C., Resnick, I., Rodrigues, J., Hansen, N., & Dyson, N. (2017). Delaware Longitudinal study of fraction learning: Implications for helping children with mathematics difficulties. Journal of Learning Disabilities, 50(6), 621–630. https://doi.org/10.1177/0022219416662033

Article  PubMed  Google Scholar 

Kazdin, A. (2011). Single-case research designs: Methods for clinical and applied settings (2nd ed.). Oxford University Press.

Kennedy, C. H. (2005). Single-case designs for educational research. Allyn & Bacon.

Google Scholar 

Kilpatrick, J., & Izsák, A. (2008). A history of algebra in the school curriculum. In C. E. Greens & R. Rubenstein (Eds.), Algebra and algebraic thinking in school mathematics, seventieth yearbook (pp. 3–18). National Council of Teachers of Mathematics.

Google Scholar 

Kim, J., Kim, J., DesJardins, S. L., & McCall, B. P. (2015). Completing algebra II in high school: Does it increase college access and success? The Journal of Higher Education, 86, 628–662. https://doi.org/10.1080/00221546.2015.11777377

Article  Google Scholar 

Kostewicz, D. E., Kubina, R. M., Jr., & Brennan, K. M. (2020). Improving spelling for at-risk kindergarteners through element skill frequency building. Behavioral Interventions, 35(1), 131–144.

Google Scholar 

Kubina, R. M. (2019). Precision teaching implementation manual. Greatness Achieved Publishing.

Kubina, R. M., Kostewicz, D. E., King, S. A., Brennan, K. M., Wertalik, J., Rizzo, K., & Markelz, A. (2021). Standards of graph construction in special education research: A review of their use and relevance. Education and Treatment of Children, 44(4), 275–290. https://doi.org/10.1007/s43494-021-00053-3

Article  Google Scholar 

Kubina, R. M., & Yurich, K. K. L. (2012). Precision teaching book. Greatness Achieved Publishing.

Lambe, D., Murphy, C., & Kelly, M. E. (2015). The impact of a precision teaching intervention on the reading fluency of typically developing children. Behavioral Interventions, 30, 364–377.

Google Scholar 

Lee, S. W., & Mao, X. (2020). Algebra by the eighth grade: The association between early study of algebra I and students’ academic success. International Journal of Science and Mathematics Education, 19(6), 1271–1289. https://doi.org/10.1007/s10763-020-10116-3

Article  Google Scholar 

Lin, X., & Powell, S. R. (2022). The roles of initial mathematics, reading, and cognitive skills in subsequent mathematics performance: A meta-analytic structural equation modeling approach. Review of Educational Research, 92(2), 288–325. https://doi.org/10.3102/00346543211054576

Article  Google Scholar 

Lindsley, O. R. (1996). The four free-operant freedoms. The Behavior Analyst, 19(2), 199–210. https://doi.org/10.1007/BF03393164

Article  PubMed  PubMed Central  Google Scholar 

Long, H., Bouck, E., & Domka, A. (2020). Manipulating algebra: Comparing concrete and virtual algebra tiles for students with intellectual and developmental disabilities. Exceptionality, 29(3), 197–214. https://doi.org/10.1080/09362835.2020.1850454

Article  Google Scholar 

McDowell, C., & Keenan, M. (2001). Developing fluency and endurance in a child diagnosed with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 34(3), 345–348. https://doi.org/10.1901/jaba.2001.34-345

McTiernan, A., Holloway, J., Healy, O., & Hogan, M. (2016). A randomized controlled trial of the Morningside math facts curriculum on fluency, stability, endurance and application outcomes. Journal of Behavioral Education, 25(49–68). https://doi.org/10.1007/S10864-015-9227-Y

Morgatto, S. F. (2008). Should all students be required to take algebra? Are any two snowflakes alike? The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(5), 215–218. https://doi.org/10.3200/TCHS.81.5.215-218

Article  Google Scholar 

Nation’s Report Card. (n.d.). NAEP data explorer. U.S. Department of Education https://www.nationsreportcard.gov/reports/mathematics/2024/g4_8/

Nelson, G., & Powell, S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities, 51(6), 523–539. https://doi.org/10.1177/0022219417714773

Article  PubMed  Google Scholar 

Powell, S. R., Gilbert, J. K., & Fuchs, L. S. (2019). Variables influencing algebra performance: Understanding rational numbers is essential. Learning and Individual Differences, 74(2019), 1–9. https://doi.org/10.1016/j.lindif.2019.101758

Article  Google Scholar 

Provasnik, S., Malley, L., Stephens, M., Landeros, K., Perkins, R., & Tang, J. H. (2016). Highlights from TIMSS and TIMSS advanced 2015: Mathematics and science achievement of U.S. students in grades 4 and 8 and in advanced courses at the end of high school in an international context. U.S. Department of Education, National Center for Education Statistics.

Rittle-Johnson, B. (2017). Developing mathematics knowledge. Child Development Perspectives, 11, 184–190. https://doi.org/10.1111/cdep.12229

Article  Google Scholar 

Satsangi, R., Bouck, E. C., Taber-Doughty, T., Bofferding, L., & Roberts, C. A. (2016). Comparing the effectiveness of virtual and concrete manipulatives to teach algebra to secondary students with learning disabilities. Learning Disability Quarterly, 39(4), 240–253. https://doi.org/10.1177/0731948716649754

Article  Google Scholar 

Satsangi, R., Hammer, R., & Evmenova, A. S. (2018a). Teaching multistep equations with virtual manipulatives to secondary students with learning disabilities. Learning Disabilities Research & Practice, 33(2), 99–111. https://doi.org/10.1111/ldrp.12166

Article  Google Scholar 

Satsangi, R., Hammer, R., & Hogan, C. D. (2018b). Studying virtual manipulatives paired with explicit instruction to teach algebraic equations to students with learning disabilities. Learning Disability Quarterly, 41(4), 227–242. https://doi.org/10.1177/0731948718769248

Article  Google Scholar 

Spooner, F., Root, J. R., Saunders, A. F., & Browder, D. M. (2019). An updated evidence-based practice review on teaching mathematics to students with moderate and severe developmental disabilities. Remedial and Special Education, 40(3), 150–165. https://doi.org/10.1177/0741932517751055

Article  Google Scholar 

Star, J. R., & Newton, K. J. (2009). The nature and development of experts’ strategy flexibility for solving equations. ZDM, 41(5), 557–567. https://doi.org/10.1007/s11858-009-0185-5

Article  Google Scholar 

Stocker, J. D., Jr., & Kubina, R. M. (2021). Building prealgebra fluency through a self-managed practice intervention: Order of operations. Behavior Analysis in Practice, 14(3), 608–622. https://doi.org/10.1007/s40617-020-00501-3

Article  PubMed  PubMed Central  Google Scholar 

Stocker, J. D., Jr., Schwartz, R., Kubina, R. M., Kostewicz, D., & Kozloff, M. (2019). Behavioral fluency and mathematics intervention research: A review of the last 20 years. Behavioral Interventions, 34, 102–117. https://doi.org/10.1002/bin.1649

Article  Google Scholar 

Comments (0)

No login
gif