Theses and Dissertations
Issuing Body
Mississippi State University
Advisor
Gadke, Daniel L.
Committee Member
Bate-Brantley, Kayla
Committee Member
Smith, Hallie
Committee Member
Stratton-Gadke, Kasee K.
Date of Degree
8-9-2022
Document Type
Dissertation - Open Access
Major
School Psychology
Degree Name
Doctor of Philosophy (Ph.D)
College
College of Education
Department
Department of Counseling, Educational Psychology and Foundations
Abstract
Math to Mastery (MTM) is a multi-component math intervention that has demonstrated effective results in building math fluency and skill acquisition. Few studies have explored the use of brief experimental analysis (BEA) procedures to create an individualized, abbreviated MTM intervention to address skill deficits in basic math. The purpose of this current study is to analyze the utility of randomizing BEA procedures to effectively identify necessary mathematic components to create a more efficient intervention that will yield the highest math gains among participants. Researchers used an alternating treatment design with an extended analysis phase to address basic math skills. Participants included three grade school students with difficulty across different core math skills including addition, subtraction, multiplication, and division. Overall, this study yielded mixed results. Results indicated an abbreviated MTM intervention was effective for 1 out of 3 participants. Results, limitations, implications, and future research are also discussed.
Recommended Citation
Gambera, Gianna, "Evaluating Math to Mastery using brief experimental analysis procedures" (2022). Theses and Dissertations. 5609.
https://scholarsjunction.msstate.edu/td/5609
Included in
Curriculum and Instruction Commons, Elementary Education Commons, School Psychology Commons