1st Edition

Effective Math Interventions
A Guide to Improving Whole-Number Knowledge



  • This format cannot be shipped to your selected country.
  • The Taylor & Francis Group cannot sell Guilford Press products in your shipping region.
ISBN 9781462528288
Published March 8, 2017 by Guilford Press
258 Pages

USD $35.00

Prices & shipping based on shipping country


Preview

Book Description

Building foundational whole-number knowledge can help put K-5 students on the path to academic success and career readiness. Filling a gap for school practitioners, this book presents step-by-step guidelines for designing and implementing classwide, small-group, and individual interventions for mathematics difficulties. Effective procedures for screening, assessment, intervention selection, and progress monitoring are described and illustrated with detailed case vignettes. User-friendly features include 20 reproducible handouts and forms; the print book has a large-size format with lay-flat binding for easy photocopying. Purchasers get access to a Web page where they can download and print the reproducible materials.

Table of Contents

1. Introduction
2. Effective Core Math Curriculum and Instruction
3. Math Screening and Determining Student Groups
4. Classwide Math Interventions
5. Computer-Assisted Math Instruction in Schools, with Genevieve Krebs
6. Motivation and Math
7. Core Features of Tiers 2 and 3 Math Interventions
8. Early Numeracy Interventions
9. Basic and Complex Computation Interventions
10. Word-Problem Solving
11. Evaluating Student Progress and Making Intervention Adjustments
12. Conclusion
References
Index
 

...
View More

Author(s)

Biography

Robin S. Codding, PhD, BCBA, is Associate Professor in the Department of Educational Psychology at the University of Minnesota. She has served as Associate Editor of Journal of Behavioral Education, Journal of School Psychology, and School Psychology Review, and is a recipient of the Lightner Witmer Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Codding's research focuses on the development and evaluation of school-based interventions, the factors that contribute to student responsiveness to intervention, and strategies to support intervention implementation. Her work has emphasized academic interventions and associated assessment for data-based decision making, particularly in the area of mathematics. She has authored 50 articles and book chapters.

Robert J. Volpe, PhD, is Associate Professor in the Department of Applied Psychology and Co-Director of the Center for Research in School-based Prevention at Northeastern University. He is 2017 President of the Society for the Study of School Psychology and serves on the editorial advisory boards of Journal of Attention Disorders, Journal of School Psychology, School Psychology Review, and School Mental Health. Dr. Volpe's research focuses on designing academic and behavioral interventions for students with disruptive behavior disorders, and feasible systems for assessing student behavior in problem-solving models. He has authored over 80 articles, book chapters, and books.

Brian C. Poncy, PhD, is Associate Professor in the College of Education at Oklahoma State University. He is a recipient of the Outstanding Dissertation Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Poncy's research focuses on academic interventions and behavioral principles of learning, specifically in the area of mathematics. He teaches classes focusing on the design, selection, implementation, and evaluation of academic interventions and single-case research designs. He has published approximately 20 research articles and book chapters.

Reviews

"A practical and useful intervention guidebook for school-based professionals. The book provides clear forms and scripts for many aspects of the intervention process and also serves as a strong introduction to mathematical concepts. The authors emphasize the importance of high-quality core instruction--which is overlooked surprisingly often by many intervention models--and include methods to understand and address student motivation. This is an excellent resource for preservice learners and for practicing professionals engaged in response to intervention for mathematics."--Matthew K. Burns, PhD, Department of Special Education, University of Missouri–Columbia

"This book offers a fantastic synthesis of empirically supported practices that can improve K–5 mathematics instruction. From screening and progress monitoring to layers of instruction and intervention, each procedure is presented in a systematic way. The reader gets an understanding of what math skills and content students must learn and how to ensure they reach mastery. The book is filled with case examples, implementation checklists, and tables summarizing the evidence for specific tactics. For any educator or school practitioner who wants to bring precise instructional design into the classroom to benefit the learning of all students, this book is a powerful addition to the toolkit."--Amanda M. VanDerHeyden, PhD, Education Research and Consulting, Fairhope, Alabama

"There are very few works available that cover the content that our preservice teachers in mathematics need in such an extensive manner. From general curriculum to embedded principles of MTSS models like tiered intervention and assessment, this book provides key knowledge for educators working with students at risk in mathematics. The book is full of case study examples, checklists, rubrics, and intervention ideas. Having all of the resources in one place is invaluable, as many of us have had to ‘piece together’ this information for our courses and professional development."--Erica S. Lembke, PhD, Department of Special Education, University of Missouri–Columbia

"Essential reading for both general and special educators who teach mathematics. The book provides a comprehensive overview of concepts central to evidence-based math instruction and intervention. The material is brought to life through unique case studies, practitioner-friendly reproducible forms, steps for implementing interventions, and rubrics to guide progress monitoring. Of special note, the authors include a variety of evidence-based assessments/interventions addressing the critical role of motivation in achievement. In an area with a dearth of accessible, research-based resources, this is sure to become a go-to book for school-based practitioners and administrators who strive to maximize math achievement for all students."--Ravit R. Stein, PhD, BCBA-D, Director of Psychological and Behavioral Consultation Services, EASTCONN Regional Education Service Center, Connecticut