Theses and Dissertations

Issuing Body

Mississippi State University


Gadke, Daniel L.

Committee Member

Bate-Brantley, Kayla

Committee Member

Smith, Hallie

Committee Member

Stratton-Gadke, Kasee K.

Date of Degree


Document Type

Dissertation - Open Access


School Psychology

Degree Name

Doctor of Philosophy (Ph.D)


College of Education


Department of Counseling, Educational Psychology and Foundations


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.