Taped Problems
Study: McCallum & Schmitt (2011)

Describe how students were selected to participate in the study:

One student, Emily, was 13 years old and in the 8th grade. Emily’s teacher reported that Emily may benefit from a math fluency intervention.

Describe how students were identified as being at risk for academic failure (AI) or as having emotional/behavioral difficulties (BI):

Emily received special education services as a student with an intellectual disability. Emily earned a full-scale IQ score of 59 and an adaptive behavior composition of 70.

ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:

• below the 30th percentile on local or national norm, or
• identified disability related to the focus of the intervention?

%

BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:

• emotional disability label,
• placed in an alternative school/classroom,
• non-responsive to Tiers 1 and 2, or
• designation of severe problem behaviors on a validated scale or through observation?

%

Please describe the study design:

A multiple-probes-across-tasks (multiple baseline) design was used. Digits correct on the assessment was the dependent variable. Three sets of division problems (with 12 problems each) were used on the assessments (i.e., sets A, B, and C). The type of division problems did not vary by set.

Clarify and provide a detailed description of the treatment in the submitted program/intervention:

With Taped Problems, Emily completed division problems while listening to a CD with the problems recorded. The recording had the experimenter reading a problem, followed by a 2-sec delay in which Emily was supposed to write an answer. After the 2-sec delay, the recording provided the answer. Each Taped Problems worksheet was repeated four times, with the problems (and corresponding recordings) presented in random order.

Clarify what procedures occurred during the control/baseline condition (third, competing conditions are not considered; if you have a third, competing condition [e.g., multi-element single subject design with a third comparison condition], in addition to your control condition, identify what the competing condition is [data from this competing condition will not be used]):

During baseline, assessments were administered. Before the introduction of set A, baseline lasted 5 days. Taped Problems was not.

Please describe how replication of treatment effect was demonstrated (e.g., reversal or withdrawal of intervention, across participants, across settings)

Emily worked on Set A for three days, then switched to Set B for three days. After Set B, she worked on Set C for four days. Maintenance data for all three sets was collected without Taped Problems practice.

Please indicate whether (and how) the design contains at least three demonstrations of experimental control (e.g., ABAB design, multiple baseline across three or more participants).

Baseline data was gathered, multiple baselines were used, and maintenance data was collected.

If the study is a multiple baseline, is it concurrent or non-concurrent?

Non-concurrent

How was the program delivered?

Individually
Small Group
Classroom

Study measures are classified as targeted, broader, or administrative data according to the following definitions:

• Targeted measures
  Assess outcomes, such as competencies or skills, that the program was directly targeted to improve.
  • In the academic domain, targeted measures typically are not the very items taught but rather novel items structured similarly to the content addressed in the program. For example, if a program taught word-attack skills, a targeted measure would be decoding of pseudo words. If a program taught comprehension of cause-effect passages, a targeted measure would be answering questions about cause-effect passages structured similarly to those used during intervention, but not including the very passages used for intervention.
  • In the behavioral domain, targeted measures evaluate aspects of external or internal behavior the program was directly targeted to improve and are operationally defined.
• Broader measures
  Assess outcomes that are related to the competencies or skills targeted by the program but not directly taught in the program.
  • In the academic domain, if a program taught word-level reading skill, a broader measure would be answering questions about passages the student reads. If a program taught calculation skill, a broader measure would be solving word problems that require the same kinds of calculation skill taught in the program.
  • In the behavioral domain, if a program taught a specific skill like on-task behavior in one classroom, a broader measure would be on-task behavior in another setting.
• Administrative data measures apply only to behavioral intervention tools and are measures such as office discipline referrals (ODRs) and graduation rates, which do not have psychometric properties as do other, more traditional targeted or broader measures.

If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion: