Determining the correct intervention based on intial fluency: A comparison of explicit timing and cover, copy, compare.

Abstract

There has been an increase of students falling below proficient on mathematics assessments. This increases the demand for high quality interventions to address these issues. Previous research by Codding et al. (2007), has suggested that intervention selection could be made based upon a student's pattern of responding. The current study attempted to replicate that study and validate those findings. The instructional hierarchy model was used to inform the progression of student's skill mastery. It was assumed that all students had already achieved the first step in the instructional hierarchy and the focus was placed upon the second step, fluency. Students were randomly assigned to one of two treatment conditions: Cover, Copy and Compare or Explicit Timing. The findings of the current study did not provide sufficient evidence to support the claim made by Codding et al. (2007).