Publication Date
| In 2025 | 2 |
Descriptor
Source
| Grantee Submission | 2 |
Author
| Ben Clarke | 2 |
| Derek Kosty | 2 |
| Geovanna Rodriguez | 2 |
| Cayla Lussier | 1 |
| Christian Doabler | 1 |
| Christian T. Doabler | 1 |
| Elizabeth L. Budd | 1 |
| Jessica Turtura | 1 |
| Kathleen Scalise | 1 |
| Taylor Lesner | 1 |
Publication Type
| Reports - Research | 2 |
Education Level
| Early Childhood Education | 2 |
| Elementary Education | 2 |
| Grade 1 | 2 |
| Primary Education | 2 |
| Kindergarten | 1 |
Audience
Location
| Massachusetts | 1 |
| Oregon | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Digit Span Test | 1 |
| Stanford Early School… | 1 |
| Wechsler Preschool and… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkCayla Lussier; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Kathleen Scalise; Christian T. Doabler; Jessica Turtura – Grantee Submission, 2025
Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multi-faceted…
Descriptors: Fidelity, Mathematics Instruction, Evidence Based Practice, Learning Problems
Taylor Lesner; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Elizabeth L. Budd; Christian Doabler – Grantee Submission, 2025
This secondary analysis of data from a randomized control trial of an early mathematics intervention, ROOTS, explored whether patterns of intervention response were best categorized by the typical response/non-response binary or a more complex framework with additional response profiles. Participants included kindergarten students at risk for…
Descriptors: Mathematics Instruction, Response to Intervention, At Risk Students, Kindergarten
