Comparing mathematics interventions: Cover Copy Compare versus an alternative intervention to increase accuracy and fluency in elementary students.

摘要

Students consistently fall behind national standards in mathematics. Interventions that are empirically-based are thus imperative for application to the classroom. Behavioral momentum strategies have recently been applied to mathematics interventions to increase academic compliance, but there is still a shortage of research supporting whether these strategies increase students' math accuracy and fluency. The current study compared students' rate of growth and percent accuracy on an empirically-validated intervention, Cover, Copy, Compare (CCC), to a behavioral momentum worksheet across eight sessions during a 4-week period. Although results did not support behavioral momentum as being more effective than CCC there was support for the effectiveness of behavioral momentum strategies at increasing students' accurate and fluent performance. Implications and future research were discussed.