Assessment and Intervention at the Elementary Level
Overview
MCPER recognizes that early identification and intervention is needed for students who are at risk for mathematics difficulties, and the U.S. Department of Education has recommended response to intervention (RTI) as a promising technique for preventing early learning problems. To help satisfy this need, MCPER engages in research on early mathematics acquisition and disabilities. The emphases of this research include developing and ensuring the technical adequacy (reliability and validity) of assessment measures for early identification of struggling students and for monitoring progress in early mathematics instruction; developing and validating intervention booster lessons for at-risk students in kindergarten through second grade; and validating an RTI, multitiered (Tiers II and III) model. This model includes intervention lessons with progress-monitoring tools to teach students in first and second grades who have been identified as being at risk (Tier II) or as having severe mathematics difficulties (Tier III).
Links
Early Mathematics Intervention
Research Findings/Ongoing Work
Council for Learning Disabilities, September 2009
Special series on mathematics and learning disabilities, Learning Disability Quarterly, 31(1):
Bryant, B. R., Bryant, D. P., Kethley, C., Kim, S. A., Pool, C., & You-Jin S. (2008). Preventing mathematics difficulties in the primary grades: The critical features of instruction in textbooks as part of the equation. Learning Disability Quarterly, 31(1), 21–35.
Chard, D. J., Baker, S. K., Clarke, B., Jungjohan, K., Davis, K., & Smolkowski, K. (2008). Preventing early mathematics difficulties: The feasibility of a rigorous kindergarten mathematics curriculum. Learning Disability Quarterly, 31(1), 11–20.
Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37–44.
Special series on mathematics and learning disabilities, Learning Disability Quarterly, 31(2):
Bryant, D. P., Bryant, B. R., Gersten, R. M., Scammacca, N. N., Funk, C., Winter, A., et al. (2008). The effects of tier 2 intervention on the mathematics performance of first-grade students who are at risk for mathematics difficulties. Learning Disability Quarterly, 31(2), 47–63.
Fuchs, L. S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly, 31(2), 79–92.
