Effective Math Interventions

A Guide to Improving Whole-Number Knowledge

Robin S. Codding, Robert J. Volpe, and Brian C. Poncy

A Paperback Originale-bookprint + e-book
A Paperback Original
February 9, 2017
ISBN 9781462528288
Price: $35.00
258 Pages
Size: 8" x 10½"
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e-book
January 12, 2017
PDF ?
Price: $35.00
258 Pages
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print + e-book
A Paperback Original + e-Book (PDF) ?
Price: $70.00 $38.50
258 Pages
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Building foundational whole-number knowledge can help put K-5 students on the path to academic success and career readiness. Filling a gap for school practitioners, this book presents step-by-step guidelines for designing and implementing classwide, small-group, and individual interventions for mathematics difficulties. Effective procedures for screening, assessment, intervention selection, and progress monitoring are described and illustrated with detailed case vignettes. In a convenient large-size format, the book includes 20 reproducible handouts and forms. Purchasers get access to a Web page where they can download and print the reproducible materials.

This title is part of The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.


“A practical and useful intervention guidebook for school-based professionals. The book provides clear forms and scripts for many aspects of the intervention process and also serves as a strong introduction to mathematical concepts. The authors emphasize the importance of high-quality core instruction—which is overlooked surprisingly often by many intervention models—and include methods to understand and address student motivation. This is an excellent resource for preservice learners and for practicing professionals engaged in response to intervention for mathematics.”

—Matthew K. Burns, PhD, Department of Special Education, University of Missouri–Columbia


“This book offers a fantastic synthesis of empirically supported practices that can improve K–5 mathematics instruction. From screening and progress monitoring to layers of instruction and intervention, each procedure is presented in a systematic way. The reader gets an understanding of what math skills and content students must learn and how to ensure they reach mastery. The book is filled with case examples, implementation checklists, and tables summarizing the evidence for specific tactics. For any educator or school practitioner who wants to bring precise instructional design into the classroom to benefit the learning of all students, this book is a powerful addition to the toolkit.”

—Amanda M. VanDerHeyden, PhD, Education Research and Consulting, Fairhope, Alabama


“There are very few works available that cover the content that our preservice teachers in mathematics need in such an extensive manner. From general curriculum to embedded principles of MTSS models like tiered intervention and assessment, this book provides key knowledge for educators working with students at risk in mathematics. The book is full of case study examples, checklists, rubrics, and intervention ideas. Having all of the resources in one place is invaluable, as many of us have had to ‘piece together’ this information for our courses and professional development.”

—Erica S. Lembke, PhD, Department of Special Education, University of Missouri–Columbia


“Essential reading for both general and special educators who teach mathematics. The book provides a comprehensive overview of concepts central to evidence-based math instruction and intervention. The material is brought to life through unique case studies, practitioner-friendly reproducible forms, steps for implementing interventions, and rubrics to guide progress monitoring. Of special note, the authors include a variety of evidence-based assessments/interventions addressing the critical role of motivation in achievement. In an area with a dearth of accessible, research-based resources, this is sure to become a go-to book for school-based practitioners and administrators who strive to maximize math achievement for all students.”

—Ravit R. Stein, PhD, BCBA-D, Director of Psychological and Behavioral Consultation Services, EASTCONN Regional Education Service Center, Connecticut

Table of Contents

1. Introduction

2. Effective Core Math Curriculum and Instruction

3. Math Screening and Determining Student Groups

4. Classwide Math Interventions

5. Computer-Assisted Math Instruction in Schools, with Genevieve Krebs

6. Motivation and Math

7. Core Features of Tiers 2 and 3 Math Interventions

8. Early Numeracy Interventions

9. Basic and Complex Computation Interventions

10. Word-Problem Solving

11. Evaluating Student Progress and Making Intervention Adjustments

12. Conclusion

References

Index


About the Authors

Robin S. Codding, PhD, BCBA, is Associate Professor in the Department of Educational Psychology at the University of Minnesota. She has served as Associate Editor of Journal of Behavioral Education, Journal of School Psychology, and School Psychology Review, and is a recipient of the Lightner Witmer Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Codding's research focuses on the development and evaluation of school-based interventions, the factors that contribute to student responsiveness to intervention, and strategies to support intervention implementation. Her work has emphasized academic interventions and associated assessment for data-based decision making, particularly in the area of mathematics. She has authored more than 50 articles and book chapters.

Robert J. Volpe, PhD, is Associate Professor in the Department of Applied Psychology and Co-Director of the Center for Research in School-based Prevention at Northeastern University. He is 2017 President of the Society for the Study of School Psychology and serves on the editorial advisory boards of Journal of Attention Disorders, Journal of School Psychology, School Psychology Review, and School Mental Health. Dr. Volpe's research focuses on designing academic and behavioral interventions for students with disruptive behavior disorders, and feasible systems for assessing student behavior in problem-solving models. He has authored over 80 articles, book chapters, and books.

Brian C. Poncy, PhD, is Associate Professor in the College of Education at Oklahoma State University. He is a recipient of the Outstanding Dissertation Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Poncy's research focuses on academic interventions and behavioral principles of learning, specifically in the area of mathematics. He teaches classes focusing on the design, selection, implementation, and evaluation of academic interventions and single-case research designs. He has published approximately 20 research articles and book chapters.

Contributors

Genevieve Krebs, MS, CAGS School Psychology, is a licensed school psychologist in Massachusetts. She is currently

a School Psychology doctoral student at Northeastern University. Her research interests include intervention and

prevention.

Audience

School psychologists; also of interest to special educators and classroom teachers, learning specialists, math specialists, and curriculum and instruction coordinators working with children ages 5–10 (grades K–5).

Course Use

May serve as a supplemental text in graduate-level courses.