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Using Brief Experimental Analysis to Identify the Right Math Intervention at the Right Time

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Abstract

Brief experimental analysis (BEA) is a methodology of rapidly implementing interventions and observing the effect each has on student performance. Extensive research exists demonstrating the utility of BEA in identifying effective reading interventions for students, but comparatively little research exists regarding BEA and mathematics. The current study utilized BEA procedures to identify an intervention targeting skill- or performance-based deficits that would be effective for remediating 4 middle school students’ two-digit by two-digit multiplication skills. Each student had a clearly differentiated intervention identified by BEA as being most effective. Findings from the current study provide evidence for the utility of BEA in matching deficits with mathematics interventions and illustrate their sensitivity to changes in student performance.

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Authors and Affiliations

  1. Department of Educational Psychology, Center for Autism and Behavioral Education Research, University of Georgia, 323 Aderhold Hall, 110 Carlton Street, 30602, Athens, Georgia

    Joshua A. Mellott & Scott P. Ardoin

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  1. Joshua A. Mellott
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  2. Scott P. Ardoin
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Correspondence to Joshua A. Mellott.

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Appendix

Appendix

Area model and calculation of digits correct.

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Mellott, J.A., Ardoin, S.P. Using Brief Experimental Analysis to Identify the Right Math Intervention at the Right Time. J Behav Educ 28, 435–455 (2019). https://doi.org/10.1007/s10864-019-09324-x

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  • DOI: https://doi.org/10.1007/s10864-019-09324-x

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