Allowing Students to Administer Their Own Interventions: An Application of the Self-Administered Folding-In Technique

Abstract

This study sought to determine the efficacy of a self-administered folding-in technique to help fourth grade students at-risk for math difficulties improve their fluency with multiplication facts. The investigators used a multiple baseline across participants design during a two-phase intervention. While 4 of the 5 students made progress during the first phase of the intervention, all student participants demonstrated significant gains in math fact performance during the second phase of the intervention. During the second phase, the investigators divided the students' cards into known and unknown piles weekly. This preliminary research suggests interspersal technology may allow students to make progress on fluency tasks with limited adult supervision.