ERIC Number: EJ1382189
Record Type: Journal
Publication Date: 2023
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: EISSN-1538-4780
Available Date: N/A
Examining Interactions across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?
Marah Sutherland; Taylor Lesner; Derek Kosty; Cayla Lussier; Keith Smolkowski; Jessica Turtura; Christian T. Doabler; Ben Clarke
Journal of Learning Disabilities, v56 n4 p243-256 Jul-Aug 2023
High-quality Tier 1 instruction is frequently conceptualized as the "foundation" for other tiers of intervention within multitiered systems of support (MTSS) models. However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness. The purpose of this study was to examine Tier 1 predictors, or "quality indicators," of differential responsiveness to Tier 2 mathematics intervention. Data were drawn from a large-scale data set where all teachers taught the Early Learning in Mathematics (Tier 1) core program across the academic year, and a subset of students were selected for the ROOTS (Tier 2) mathematics intervention. We examined the following Tier 1 variables: (a) classroom-level mathematics gains, (b) Tier 1 fidelity of implementation, (c) Tier 1 classroom management and instructional support, and (d) class size. Response to Tier 2 intervention was not significantly predicted by any of the Tier 1 variables examined; however, the pattern of Hedges' g effect sizes suggested that students with higher quality of Tier 1 instruction tended to benefit less from the Tier 2 ROOTS intervention. Results are discussed in the context of implications for research and practice. [For the corresponding grantee submission, see ED626857.]
Descriptors: Multi Tiered Systems of Support, Mathematics Instruction, Intervention, Fidelity, Program Implementation, Classroom Techniques, Predictor Variables, Mathematics Achievement, Class Size, Effect Size, At Risk Students, Response to Intervention, Kindergarten, Young Children, Elementary School Teachers
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub-com.bibliotheek.ehb.be
Related Records: ED626857
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Oregon; Texas
IES Funded: Yes
Grant or Contract Numbers: R305K040081; R305A080699
Author Affiliations: N/A