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A Conceptual Replication of a Kindergarten Math Intervention Within the Context of a Research-Based Core.

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Title: A Conceptual Replication of a Kindergarten Math Intervention Within the Context of a Research-Based Core.
Authors: Clarke, Ben (AUTHOR), Turtura, Jessica (AUTHOR), Lesner, Taylor (AUTHOR), Cook, Madison (AUTHOR), Smolkowski, Keith (AUTHOR), Kosty, Derek (AUTHOR), Doabler, Christian T. (AUTHOR)
Source: Exceptional Children. Oct2022, Vol. 89 Issue 1, p42-59. 18p.
Subjects: Kindergarten, Kindergarten facilities, Treatment effectiveness, Mathematics
Abstract: We replicated a study of a kindergarten mathematics intervention, ROOTS, delivered in the context of a research-based core program. We randomly assigned 62 classrooms to treatment (ROOTS) or a business-as-usual control. All classrooms implemented the research-based core program (Early Learning in Mathematics). Participants included 163 treatment students and 145 control students nested within classrooms. Key differences between the current replication study and the original study included geographical region, instructional context, and student initial skill. In contrast to the significant positive effects (Hedges's g values of.30 to.38) found in the original study, no significant differences were found between the treatment and control conditions in this study (Hedges's g values of –.09 to.12) Pretest skills did not moderate treatment effects. We discuss these results' implications for replication research and evaluating intervention efficacy. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A Conceptual Replication of a Kindergarten Math Intervention Within the Context of a Research-Based Core.
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  Data: We replicated a study of a kindergarten mathematics intervention, ROOTS, delivered in the context of a research-based core program. We randomly assigned 62 classrooms to treatment (ROOTS) or a business-as-usual control. All classrooms implemented the research-based core program (Early Learning in Mathematics). Participants included 163 treatment students and 145 control students nested within classrooms. Key differences between the current replication study and the original study included geographical region, instructional context, and student initial skill. In contrast to the significant positive effects (Hedges's g values of.30 to.38) found in the original study, no significant differences were found between the treatment and control conditions in this study (Hedges's g values of –.09 to.12) Pretest skills did not moderate treatment effects. We discuss these results' implications for replication research and evaluating intervention efficacy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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