Initiative Description: The intervention was introduced to each group of participants through a staggered format to ensure that improvements in performance were due to the interventions and not some other external variable. Participants 1-3 began the intervention after baseline collection, and participants 4-6 began the intervention the following week. 3 weeks later, participants, 7-9 received the intervention, followed the next week by participants 10-12. Once participants received the intervention they continued for 6 weeks (participants 1-5), 5 weeks (participants 7-9), or 4 weeks (participants 10-12) Participants were taught by 2 graduate research assistants how to implement the intervention. The number of multiplication facts known was assessed each week using a flash card technique. During administration, the evaluator took cards out of the participant’s intervention box, shuffled them, placed them with unanswered math facts facing up, and started the stop watch. An incorrect response or a response after 3 seconds was put in the unknown stack. Students were told how many correct answers they gave and were shown a graph that tracked their progress on the known flashcards which allowed each participant’s stack of known to unknown cards to be current.
Study Results: Student math performance was stronger during the intervention phase than during the baseline phase.
Reference: Hulac, D. M., Dejong, K., & Benson, N. (2012). Can students run their own interventions?: A self-administered math fluency intervention. Psychology in the Schools,49(6), 526-538. doi:10.1002/pits.21614
Level of Evidence: Good