Volume 4, Issue 1 (Spring 2010)
Extending Research on the Taped-Problems Intervention: Do Group Rewards Enhance Math Fact Fluency Development?
Elizabeth McCallum, Ara J. Schmitt, Dana L. Schneider, Kristin Rezzetano, and Christopher H. Skinner
Abstract: Within the current climate of educational reform, there is a great need for evidence-based academic interventions aimed at increasing achievement among schoolaged students. Particularly in the area of mathematics, few empirically validated, cost-, and time-efficient interventions are available for remediating basic math skills deficits. The current study compares the effectiveness of one such intervention, the taped-problems intervention (TP), with and without the addition of a group-rewards contingency. Results showed rapid increases in subtraction fact fluency between classrooms with no differences between the experimental (reward) and control (no reward) classrooms. Discussion focuses on implications of the findings and future adaptations of TP across settings and populations. Implications for practitioners are also offered.