Using Alternating Treatment Design To Determine Math Interventions For Linear Equations

Abstract

Although algebraic skills are vital to continuing success in higher order
mathematics, few studies have examined the effectiveness of mathematics interventions
with high school students. The purpose of this study was to evaluate the effects of four
mathematics interventions, contingent reinforcement, repeated practice, mathematic
problem previewing, and immediate corrective feedback, with six students working on
linear equations. Three participants were performing instructional level and four at
frustration level. After a curriculum based assessment and baseline, an alternating
treatment design examined the effectiveness of each intervention across participants. The
distance between the data and the x axis was analyzed to determine the most effective
intervention to implement. For all students at the frustrational level and three of the four
students at the instructional level, repeated practice was the most effective intervention in
improving digits correct per minute. For one student at the instructional level, contingent
reinforcement was the most effective intervention in improving digits correct per minute.
The results will be further discussed along with limitations and future research.

Date of Award	2011
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Kirstin N. Johnson (Supervisor)