A virtual adaptation of the taped problems intervention for increasing math fact fluency

Area of Science:

• Educational Psychology
• Special Education
• Virtual Learning Environments

Background:

• The COVID-19 pandemic necessitated adaptations to traditional in-person academic interventions.
• The taped problems intervention is an evidence-based procedure for improving math fact fluency.

Purpose of the Study:

• To evaluate the effectiveness of a virtually adapted taped problems intervention for subtraction fact fluency.
• To assess generalization of fluency gains to untrained subtraction fact families.
• To examine intervention effects across students with varying math difficulties.

Main Methods:

• A multiple-probe across participants design was employed.
• The intervention was delivered virtually to three elementary students.
• Math fact fluency was measured using digits correct per minute (DCM).
• Generalization probes assessed untargeted subtraction fact families.

Main Results:

• All participants demonstrated improvements in subtraction fact fluency.
• No generalization effects were observed for any participant.
• Effect size measures (WC-SMD, NAP) and rate of improvement (slopes, DCM gains) were calculated.

Conclusions:

• The adapted taped problems intervention is effective for improving virtual math fact fluency.
• Direct instruction appears crucial for achieving subtraction fact fluency.
• Further research is needed on virtual academic interventions and generalization.