Taped Problems
Study: McCallum et al. (2004)

Describe how students were selected to participate in the study:

Peter was referred to the study by his teacher “because he had fallen behind his classmates in math class, particularly with regard to simple division.” (p. 134)

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

Peter was unable to complete his assignments or tests quickly enough to receive passing grades.

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-probe-across-tasks was used to evaluate Taped Problems. The digits correct and percent correct per minute were the dependent measure.

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

Three sets of division problems were used. Each set included 21-22 division problems. The division problems were similar across sets. For Taped Problems set A, Peter listened to 5 recordings for each set. The first set had no time delay between the problem and answer. The second set had a 3-sec delay between the problem and answer. The third set had a 5-sec delay between the problem and answer. The fourth set had a 2-sec delay between the problem and answer. The fifth set had a 1-sec delay between the problem and answer. After set A, Peter complained about the recording with the 5-sec delay, therefore, this was removed for sets B and C.

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]):

At baseline, only the assessments were administered. The assessments were the 21 or 22 division problems of the sets.

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

A multiple baseline was used where the sets of Taped Problems were introduced one at a time.

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 collected and multiple baselines were used for sets A, B, and C.

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: