Instructional Adaptations of Evidence-Based Mathematics Intervention for Tier 3: A Qualitative Study of Teacher Practices

• In Event: Examining Mathematics Teaching Practices

Abstract

This study examines how teachers adapt evidence-based mathematics interventions and evaluates whether these adaptations reflect research-based practices for delivering Tier 3 support within Multi-Tiered System of Supports (MTSS) frameworks. Using semi-structured interview data from four teachers across two states, we analyzed how teachers adapt evidence-based interventions and investigated their perceptions of the feasibility, usability, and accessibility of making adaptations to mathematics interventions. Results showed all four teachers adapted or modified an evidence-based mathematics intervention to better support students in a Tier 3 setting, with the most common adaptation being increased dosage. Additional adaptations were identified, such as removing components of the intervention and using enhanced visuals, despite not aligning with research recommendations.

Authors

• Charissa Richards, University of Missouri

• Syeda Sharjina Akther, University of Texas at Austin

• Megyn Elizabeth Martin, University of Missouri

• Emily A. Short, Southern Methodist University

• Leanne R. Ketterlin-Geller, Southern Methodist University

• Sarah R. Powell, University of Texas at Austin

• Erica S. Lembke, University of Missouri