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“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, Rose and Irving Fein Endowed Professor of Special Education, University of Florida; Assistant Director, University of Florida Literacy Institute


“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

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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

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About the Authors

Robin S. Codding, PhD, BCBA, is Professor of School Psychology in the Department of Applied Psychology at Northeastern University. 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 Professor and Chair of Applied Psychology at Northeastern University and Co-Director of the Center for Research in School-based Prevention. His research focuses on behavioral assessment in school-based problem-solving models, and evaluating classroom interventions for students with behavior problems. He is President of the Society for the Study of School Psychology and serves on the editorial boards of the Journal of School Psychology, School Psychology Review, School Mental Health, and the Journal of Attention Disorders. Dr. Volpe has authored or coauthored over 90 journal articles and book chapters.

• Author's website
• All titles by Robert J. Volpe

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.

• Author's website

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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.

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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).

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Course Use

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