Initiative Description: Baseline: Students were administered a probe consisting of their pre-determined instructional level math skill. Skill problems consisted of problems that were determined to be at a moderate difficulty level for each student. Contingent reward (CR): intervention condition designed to examine the link between performance and incentives. Students were told that each participant could earn a reward of their choice by meeting or exceeding a goal, which was determined on an individualized basis. Contingent reward combined with instruction (CR+1): second intervention condition designed to examine whether the performance was related to both practice and incentives. The same goal/reward options from the CR condition were used. Students were provided with additional practice opportunities with immediate error correction for math performance.
Study Results: Improvement was observed in math fluency and on-task behavior.
Reference: Gilbertson, D., Witt, J. C., Duhon, G., & Dufrene, B. (2008). Using Brief Assessments to Select Math Fluency and On-task Behavior Interventions: An Investigation of Treatment Utility. Education and Treatment of Children,31(2), 167-181. doi:10.1353/etc.0.0023
Level of Evidence: Very Good