Using taped-problems and rewards to increase addition-fact fluency in a first grade general education classroom.
We used a multiple baseline design across math facts to evaluate classwide use of a taped problem (TP) intervention on first graders' digits correct per minute in a general education classroom. During TP, students attempted to respond to each math fact before they heard the answer on an audiotape. As problems were repeated, response intervals were varied and individual and group feedback and rewards were provided contingent upon improved performance. Across all 3 sets of problems, digits correct per minute increased following the use of TP. We discuss the efficacy of TP as an instructional (as opposed to remedial) procedure, practical implications for teachers, and areas for future research.
The University of Tennessee, Knoxville.
Kathleen B
KB
Aspiranti
Christopher H
CH
Skinner
Daniel F
DF
McCleary
David F
DF
Cihak