Weekly Versus Intermittent Progress Monitoring in Mathematics: A Conceptual Replication and Pilot Study

Erica N. Mason, Erica S. Lembke

Research output: Contribution to journalArticlepeer-review

Abstract

Replication studies in special education are necessary to strengthen the foundation upon which instruction and intervention for students with disabilities are built. J. Jenkins et al. (2017) found intermittent reading fluency progress monitoring schedules did not delay decision-making and were similar in decision-making accuracy to the traditional weekly progress monitoring schedule. Results of the current pilot study, although underpowered, conceptually replicated the original claims and extended their work by investigating their questions in the area of mathematics computation. Implications for research and practice are shared.

Original languageEnglish (US)
Pages (from-to)138-148
Number of pages11
JournalAssessment for Effective Intervention
Volume48
Issue number3
DOIs
StatePublished - Jun 2023

Keywords

  • curriculum-based measurement
  • math
  • progress monitoring

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • General Health Professions

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