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 language | English (US) |
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Pages (from-to) | 138-148 |
Number of pages | 11 |
Journal | Assessment for Effective Intervention |
Volume | 48 |
Issue number | 3 |
DOIs | |
State | Published - Jun 2023 |
Keywords
- curriculum-based measurement
- math
- progress monitoring
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- General Health Professions