Impact of Tier 1 Research-Based Intervention on Students' Proportional Problem Solving: A Regression Discontinuity Design

• In Event: Park Central Roundtable Session 12
  In Roundtable Session: Roundtable Session: Interventions in Special Education

Abstract

The present study used a regression discontinuity approach to test whether schema-based instruction (SBI) was effective for students identified with mathematics disabilities (MD) who received Tier 1 intervention. The performance of these students was compared to similar students who received business as usual Tier 1 instruction. Results indicated SBI on average raised scores regardless of whether a student was categorized as having MD on outcome measures of mathematics problem solving, suggesting that SBI is effective for a wide range of proportional reasoning skills and general mathematical proficiency, which broadens the population of students SBI could be used effectively with. Standardized slopes for the treatment effect also provide evidence of the effectiveness of SBI. Implications for intervention research are discussed.

Authors

• Soo-hyun Im, Teachers College, Columbia University

• Michael R. Harwell, University of Minnesota

• Asha K. Jitendra, University of Minnesota

• Stacy R. Karl, University of Minnesota - Twin Cities

• Susan Slater, University of Minnesota