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A Comparison of Taped Problems and Explicit Timing Interventions on Second-Grade Students' Subtraction Fluency

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Title: A Comparison of Taped Problems and Explicit Timing Interventions on Second-Grade Students' Subtraction Fluency
Language: English
Authors: Fontenelle, Scuddy, Poncy, Brian C. (ORCID 0000-0001-8873-2158), Solomon, Benjamin G., Schutte, Greg, Loethen, Emily
Source: School Psychology Review. 2022 51(5):526-537.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Early Childhood Education
Elementary Education
Grade 2
Primary Education
Descriptors: Problem Sets, Time on Task, Intervention, Grade 2, Elementary School Students, Subtraction, Instructional Effectiveness, Mathematics Education
DOI: 10.1080/2372966X.2020.1823796
ISSN: 0279-6015
2372-966X
Abstract: An adapted alternating treatments design was used to compare the effects of class-wide applications of Taped Problems (TP) and Explicit Timing (ET) interventions on digits correct per minute (DCPM) scores. The study also investigated whether initial fluency scores would differentiate intervention effectiveness between TP and ET procedures. Results showed that both TP and ET resulted in similar DCPM increases, with both approaches significantly outperforming a control condition. Although the interventions showed similar effectiveness at the class-wide level, the interaction between intervention type and initial fluency levels suggested a differential effect. For students with initial fluency scores in the frustrational range ([less than or equal to] 10 DCPM), it was found that TP resulted in a higher growth rate than both ET and the control. For students with initial fluency scores in the instructional range (>10 DCPM), both ET and TP interventions resulted in higher DCPM scores than control but did not differ from one another. The discussion focuses on using skill by treatment interactions to inform intervention selection, explores opportunities and challenges in this research area, and addresses study limitations.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1370001
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: A Comparison of Taped Problems and Explicit Timing Interventions on Second-Grade Students' Subtraction Fluency
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Fontenelle%2C+Scuddy%22">Fontenelle, Scuddy</searchLink><br /><searchLink fieldCode="AR" term="%22Poncy%2C+Brian+C%2E%22">Poncy, Brian C.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8873-2158">0000-0001-8873-2158</externalLink>)<br /><searchLink fieldCode="AR" term="%22Solomon%2C+Benjamin+G%2E%22">Solomon, Benjamin G.</searchLink><br /><searchLink fieldCode="AR" term="%22Schutte%2C+Greg%22">Schutte, Greg</searchLink><br /><searchLink fieldCode="AR" term="%22Loethen%2C+Emily%22">Loethen, Emily</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+Review%22"><i>School Psychology Review</i></searchLink>. 2022 51(5):526-537.
– Name: Avail
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 12
– Name: DatePubCY
  Label: Publication Date
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Problem+Sets%22">Problem Sets</searchLink><br /><searchLink fieldCode="DE" term="%22Time+on+Task%22">Time on Task</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Subtraction%22">Subtraction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1080/2372966X.2020.1823796
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0279-6015<br />2372-966X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: An adapted alternating treatments design was used to compare the effects of class-wide applications of Taped Problems (TP) and Explicit Timing (ET) interventions on digits correct per minute (DCPM) scores. The study also investigated whether initial fluency scores would differentiate intervention effectiveness between TP and ET procedures. Results showed that both TP and ET resulted in similar DCPM increases, with both approaches significantly outperforming a control condition. Although the interventions showed similar effectiveness at the class-wide level, the interaction between intervention type and initial fluency levels suggested a differential effect. For students with initial fluency scores in the frustrational range ([less than or equal to] 10 DCPM), it was found that TP resulted in a higher growth rate than both ET and the control. For students with initial fluency scores in the instructional range (>10 DCPM), both ET and TP interventions resulted in higher DCPM scores than control but did not differ from one another. The discussion focuses on using skill by treatment interactions to inform intervention selection, explores opportunities and challenges in this research area, and addresses study limitations.
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  Data: As Provided
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  Data: 2023
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  Data: EJ1370001
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1370001
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        Value: 10.1080/2372966X.2020.1823796
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      – Text: English
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      – SubjectFull: Mathematics Education
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