Considerations for Intensifying Word-Problem Interventions for Students With MD: A Qualitative Umbrella Review of...

Area of Science:

• Educational Psychology
• Special Education
• Mathematics Education

Background:

• Word problem-solving (WPS) is a critical yet challenging area for students with mathematics difficulties (MD).
• Effective interventions are needed to enhance WPS skills and support overall mathematical development in these students.
• Individualized and intensive approaches are considered crucial for improving WPS proficiency.

Purpose of the Study:

• To identify intervention and participant characteristics that moderate WPS outcomes for students with MD.
• To utilize the Taxonomy of Intervention Intensity (TII) framework to analyze these characteristics.
• To inform the customization and intensification of WPS interventions.

Main Methods:

• Conducted an umbrella review of 11 medium- to high-quality meta-analyses.
• Focused on studies involving students with mathematics difficulties (MD).
• Analyzed intervention characteristics (model, sessions, group size) and academic risk area using the TII framework.

Main Results:

• Four characteristics consistently moderated WPS outcomes: intervention model, number of treatment sessions, group size, and academic risk area.
• These variables play a significant role in tailoring interventions for students with MD.
• The findings highlight specific factors for maximizing intervention effectiveness.

Conclusions:

• Intervention model, session frequency, group size, and academic risk are key moderators for WPS interventions.
• Customizing and intensifying interventions based on these factors can improve outcomes for students with MD.
• Results have implications for both educational practice and future research in mathematics intervention.