School Psychology Review
Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction
Matthew K. Burns, Robin S. Codding, Christina H. Boice, G. Lukito
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Abstract. Implementation of effective interventions relies on the use of assessment data to adequately describe the learning problem and offer potential solutions. The use of curriculum-based assessment and measurement when combined with the learning hierarchy could offer a paradigm for decision making based on a skill-by-treatment interaction. Meta-analytic procedures were used to analyze the link between skill proficiency and interventions categorized as addressing acquisition or fluency needs. Results suggest that the skill-by-treatment paradigm may be useful for matching skill levels in math to successful interventions and illustrate the need for additional research examining fluency interventions, particularly for students with instructional-level skills.