Effect of classroom management strategies on math fluency growth rate

Abstract

A classroom management intervention consisting of providing effective commands and behavior-specific praise statements was implemented in four first-grade general education classrooms. The effects of this intervention on classwide averages of math fluency growth rate were examined using visual analysis of a multiple-baseline graph as well as calculations of phase slopes. The results of the study showed that the average math fluency scores for all three classrooms increased as a result of the intervention. One major implication of these results is the gains that were observed with very little effort. Directions for future research include conducting a similar study with a more representative population, training teachers to run the intervention, and using a different dependent variable.