Using the Data-Based Individualization Framework in Math Intervention
Author:
Affiliation:
1. The University of Texas at Austin
2. Gibson Consulting Group
3. The University of Texas at Austin;
4. Southern Methodist University
5. University of Missouri
Abstract
Publisher
SAGE Publications
Subject
Developmental and Educational Psychology,Education
Link
http://journals.sagepub.com/doi/pdf/10.1177/00400599221111114
Reference51 articles.
1. Bouck E. C., Park J., Levy K., Cwiakala K., Whorley A. (2020). App-based manipulatives and explicit instruction to support division with remainders. Exceptionality, 28(1), 45–59. https://doi.org/10.1080/09362835.2019.1586709
2. Bouck E. C., Satsangi R., Park J. (2018). The concrete-representational-abstract approach for students with learning disabilities: An evidence-based practice synthesis. Remedial and Special Education, 39(4), 211–228. https://doi.org/10.1177/0741932517721712
3. 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), 69–83. https://doi.org/10.1080/02796015.2010.12087791
4. Clarke B., Baker S., Smolkowski K., Chard D. J. (2008). An analysis of early numeracy curriculum-based measurement: Examining the role of growth in student outcomes. Remedial and Special Education, 29(1), 46–57. https://doi.org/10.1177/0741932507309694
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