Productive peer interactions are often characterized by productive peer talk moves. This study aims to synthesize an empirical list of productive peer talk moves from existing studies, quantify the efficacy of talk moves in promoting peer interaction and collaboration outcomes, and understand the preconditions of talk moves benefits in authentic…

The nature of problem solving has been a difficult one to pin down, with much of the focus placed on hypothetical cognitive structures based on technological metaphors that change as quickly as the currently popular technologies after which they are modeled. While behavior analysts have made use of several effective instructional methodologies to…

Mathematics education for students with and at-risk for a disability is important and high-quality, research-supported practices should be used for online teaching--whether intentional or as a result of a global pandemic. This single-case design multiple probe replicated across participants study explored the online delivery of an intervention…

Explicit timing is an empirically validated intervention to increase problem completion rates by exposing individuals to a stopwatch and explicitly telling them of the time limit for the assignment. Though explicit timing has proven to be effective for groups of students, some students may not respond well to explicit timing based on factors such…

Taped problems is an intervention strategy for addressing mathematics fluency that has been evaluated in multiple single-case design studies. Although its efficacy has been supported in individual studies, no comprehensive quantitative synthesis has been conducted on taped problems. The purpose of this study was to synthesize the literature that…

This study examined the utility of brief academic assessments to identify effective generalization procedures for individual students. Specifically, the study built on the proposal that brief assessments of antecedent and consequence manipulations can identify the most effective generalization strategy for individual students. The design was an…

The present study evaluated the utility of brief experimental analysis (BEA) in predicting effective interventions for increasing the math fluency of 3 elementary students identified as having math skill deficits. Baseline data were collected followed by implementation of a BEA consisting of the following interventions: cover, copy, and compare,…

An adapted alternating treatments design was used to compare the effectiveness of a taped-problems (TP) intervention with TP and an additional immediate assessment (TP + AIA) on the multiplication fluency of six fifth-grade students. During TP, the students listened to a tape playing a series of multiplication problems and answers three times.…

This study evaluated the effectiveness of fine motor physical activity with tactile stimulation during two conditions of math problem solving, visual and auditory. Eight 4th and 5th grade students with attention problems participated. Using an alternating treatments design, students solved as many math story problems as they could, presented on…

Three participants were trained on 6 target algebra skills and subsequently received a series of 5 instructional interventions (cumulative practice, tiered feedback, feedback plus solution sequence instruction, review practice, and transfer training) in a multiple baseline across skills design. The effects of the interventions on the performance…

This study investigated the extent to which interspersing effects are consistent with the effects of reinforcement on predicting students' preferences for mathematics assignments. Students were exposed to 4 pairs of assignments. Each assignment pair contained a control assignment with 15 problems requiring multiplication of a three digit number by…

Research suggests component skill performance has a strong positive relationship with composite skill performance. This study examined the association between accuracy and fluency for the component-composite relationship within multiplication. One hundred and fifty-seven fifth-graders did one-minute assessments for single-digit, and multi-digit…

An alternating treatments design was used to compare the effects of baseline, interspersed brief problems, and interspersed brief problems plus token reinforcement on students' endurance while completing math worksheets. By pairing the completion of brief problems with token reinforcement, the role of problem completion as a conditioned reinforcer…

College students were exposed to two pairs of mathematics assignments. Assignment Pair A included a high-effort assignment containing 18 long three-digit ? two-digit (3?2) multiplication problems with all numerals in each problem being equal to or greater than four and a moderate-effort assignment that contained nine long problems and nine…

Explicit timing and interspersal interventions were investigated using a within-subjects design with 45 third-grade students. A control assignment consisted of subtraction of a two digit number from a two digit number (i.e., target problem) and served as a baseline. An explicit timing assignment consisted of similar problems as those for the…