Using Brief Experimental Analysis to Identify the Right Math Intervention at the Right Time
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
http://link.springer.com/content/pdf/10.1007/s10864-019-09324-x.pdf
Reference34 articles.
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2. Burns, M. K., Codding, R. S., Boice, C. H., & Lukito, G. (2010). Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill-by-treatment interaction. School Psychology Review,39(1), 69.
3. Burns, M. K., VanDerHeyden, A. M., & Jiban, C. L. (2006). Assessing the instructional level for mathematics: A comparison of methods. School Psychology Review,35, 401–418.
4. Burns, M. K., & Wagner, D. (2008). Determining an effective intervention within a brief experimental analysis for reading: A meta-analytic review. School Psychology Review,37(1), 126–136.
5. Carson, P. M., & Eckert, T. L. (2003). An experimental analysis of mathematics instructional components: Examining the effects of student-selected versus empirically-selected interventions. Journal of Behavioral Education,12(1), 35–54.
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