Differentiating Class-Wide Intervention: Evaluation of the Skill-by-Treatment Effect

As student mathematics performance stagnates in U.S. schools, wide scale supports may be necessary to improve student performance using cost-effective measures. Class-wide intervention can be differentiated across student, leading to cost and time savings when compared to the resources needed for individual student intervention. Previous research has demonstrated differentiated interventions can be effectively delivered individually and in small groups. The current study expands the literature base by evaluating class-wide implementation of two interventions. Participants (N = 95) included first and third grade students at a school in the Southeastern U.S., who were assigned to either an explicit timing (ET) or cover copy compare (CCC) condition, with approximately equal participants in each instructional level across conditions. Results indicate participants significantly improved over time across conditions; however, no statistically significant effects were observed for intervention condition or for the skill-by-treatment interaction. Clinical significance indicators suggest ET may be more effective than CCC, regardless of instructional level. Limitations and implications for school psychology are discussed.Impact StatementThe current study compared the effects of two interventions across instructional levels. The ET condition resulted in greater improvements in fluency across instructional levels than CCC. These results imply educators may want to use repeated practice for most students to build mathematics fluency, differentiating when student data and preferences indicate a need.