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Using taped-problems and rewards to increase addition-fact fluency in a first grade general education classroom
Kathleen B Aspiranti1, Christopher H Skinner, Daniel F McCleary
1The University of Tennessee, Knoxville.
Behavior Analysis in Practice
|June 1, 2012
Summary
This study shows that a taped problem (TP) intervention improved first graders' math fact fluency. The intervention increased digits correct per minute, demonstrating its effectiveness in general education classrooms.
Area of Science:
- Educational Psychology
- Special Education
- Applied Behavior Analysis
Background:
- Math fact fluency is crucial for academic success.
- Existing interventions may not be suitable for all learners.
- Classwide interventions can be efficient for improving basic skills.
Purpose of the Study:
- To evaluate the effectiveness of a taped problem (TP) intervention.
- To assess the impact of TP on first graders' math accuracy and fluency.
- To determine if TP can be used as an instructional strategy.
Main Methods:
- A multiple baseline design across math facts was employed.
- The intervention involved students responding to math facts before hearing answers on an audiotape.
- Varied response intervals, feedback, and rewards were incorporated.
Main Results:
- Digits correct per minute significantly increased across all math fact sets following TP implementation.
- The intervention proved effective in a general education setting.
- Consistent improvement was observed with repeated exposure and reinforcement.
Conclusions:
- The taped problem (TP) intervention is an effective instructional procedure for enhancing math fact fluency.
- TP offers practical benefits for teachers seeking to improve student performance.
- Further research should explore variations and long-term effects of TP.
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