Advisor

Doggett, Tony

Committee Member

Henington, Carlen

Committee Member

Coffey, Kent

Committee Member

Johnson-Gros, Kristin

Committee Member

Devlin, Sandy

Date of Degree

1-1-2008

Document Type

Dissertation - Open Access

Abstract

The purpose of this study was to empirically evaluate the effects of the Math to Mastery intervention package in a school setting. The participants in this study were elementary school students who were performing at least one year below grade level in math. A between-series multiple baseline design across participants was used to evaluate the effects of the Math to Mastery intervention. Results revealed that the multi-component intervention was successful in addressing the student’s academic skill deficits on single skill intervention probes. Improvement was also observed on multiple skill grade level, generalization probes. However, the impact was not as strong on these probes as for single skill probes. Implications for implementation in applied settings and future research are provided.

URI

https://hdl.handle.net/11668/17827

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