Taped Problems

Study: Poncy, Skinner, & Jaspers (2007)

Poncy, B. C., Skinner, C. H., & Jaspers, K. E. (2007). Evaluating and comparing interventions designed to enhance math fact accuracy and fluency: Cover, copy, and compare versus taped problems. Journal of Behavioral Education, 16, 27-37. doi:10.1007/s10864-006-9025-7
Descriptive Information Usage Acquisition and Cost Program Specifications and Requirements Training

Taped Problems is a fluency-building intervention typically used to increase knowledge of math facts (addition, subtraction, multiplication, or division) or numerals. With Taped Problems, teachers first decide on a set of math facts for the student to practice. The teacher makes a worksheet with the facts and a blank space for the fact answer. The teacher then creates an audio recording where each fact is read aloud. The teacher pauses for a brief delay (e.g., 1-5 seconds). Then, the teacher says the answer to the math fact. After the recording is created, the student listen to the recording. When the teacher pauses on the recording after saying a fact, the student is supposed to write the answer to the math fact during the pause. Then, the student’s answer is reviewed as the teacher on the recording states the answer. With Taped Problems, the brief delay on the recording may be altered to encourage more rapid or automatic response to the math fact.

 

The academic area of focus for Taped Problems is math.

Many research and practitioner articles have been published that discuss using Taped Problems to increase math fluency.

Taped Problems is a non-commercial intervention and, therefore does not have a formal pricing plan.

 

Teacher must understand how to create audio reecordings for Taped Problems. That is the only required training.

 

Participants: Convincing Evidence

Risk Status: Sandy had a full-scale IQ of 44, which is “consistent with a diagnosis of moderate [intellectual disability].” (p. 30) Sandy received a majority of her special education services in a pull-out setting, working on basic academic and functional skills.

Demographics:

 

Age / Grade

Gender

Race-ethnicity

Socioeconomic Status

Disability Status

ELL Status

Other Relevant Descriptive Characteristics

Sandy 10 years old F     Intellectual disability    

Training of Instructors: The special education teacher or school psychologist implemented the intervention. No information is provided about these teachers.

Design: Convincing Evidence

Does the study include three data points or sufficient number to document a stable performance within that phase? Yes

Is there opportunity for at least three demonstrations of experimental control? Yes

If the study is an alternating treatment design, are there five repetitions of the alternating sequence? Yes

If the study is a multiple baseline, is it concurrent? Not applicable

Fidelity of Implementation: Unconvincing Evidence

Describe when and how fidelity of treatment information was obtained: Not reported. 

Provide documentation (i.e., in terms of numbers) of fidelity of treatment implementation: Not reported. 

Measures Targeted: Unconvincing Evidence

Measures Broader: Data Unavailable

Targeted  Measure Reliability Statistics Relevance to Program Focus Exposure to Related Content Among Control Group

Researcher-developed addition measure

Not reported

Directly related to Taped Problems

N/A

Broader Measure Reliability Statistics Relevance to Program Focus Exposure to Related Content Among Control Group

 

 

 

 

 

Number of Outcome Measures: 1 Math

Mean ES - Targeted: N/A

Mean ES - Broader: N/A

Effect Size:

Visual Analysis (Single Subject Design): Convincing Evidence

Description of the method of analyses used to determine whether the intervention condition improved relative to baseline phase (e.g. visual analysis, computation of change score, mean difference):

Sandy’s accuracy performance improved from baseline with both Cover, Copy, Compare and Taped Problems. Maintenance data indicated Sandy’s improvement stayed at the same level. In terms of fluency (i.e., digits correct per minute), Taped Problems and Cover, Copy, Compare both improved performance more than no intervention.

Results in terms of within and between phase patterns:

Disaggregated Data for Demographic Subgroups: No

Disaggregated Data for <20th Percentile: No

Administration Group Size: Individual

Duration of Intervention: 8-10 minutes, 5 times a week, 3 weeks

Minimum Interventionist Requirements: Training is not required

Reviewed by WWC or E-ESSA: No

What Works Clearinghouse Review

This program was not reviewed by What Works Clearinghouse.

 

Evidence for ESSA

This program was not reviewed by Evidence for ESSA.

Other Research: Potentially Eligible for NCII Review: 0 studies