Effects of a Math Gaming Intervention With Teacher Implementation Support: A Single Case Experimental Design Study With Generalized Linear Mixed Models

Technology-based intervention programs have become an increasingly popular approach to providing intensive intervention in elementary schools given the prevalence of classroom technology and the ability to provide simultaneous, individualized instruction to a range of users. While technology holds great potential for helping to close achievement gaps for students with or at risk for learning disabilities, carefully designed strategies and methods to assist with the implementation of evidence-based technology tools for teacher’s day-to-day practice are of critical importance. Our research team has iteratively developed a technology-based gaming intervention called NumberShire Level 1 (NS1) and supplemental tools to improve teacher implementation and students’ learning outcomes. The purpose of this study was to examine the effects of the NS1 instructional package with implementation support on teachers’ data-based decision making (DBDM) and differentiated instructional practice utilizing a series of complementary data analyses in a single-case experimental design. Our findings revealed that the NS1 intervention with supplemental tools and implementation support (e.g., online resources, data dashboard, professional development with instructional coaching) resulted in positive outcomes for some teachers. Our study suggests that other factors (e.g., awareness, perception, user buy-in) are critical to increase the likelihood of teachers’ use of data-based intensified instruction and make it practical and accessible for teachers to maximize intended benefits.