An alternating treatments design was used to evaluate the effectiveness of an educational program that combined timings (via chess clocks), peer tutoring (i.e., peer-delivered immediate feedback), positive-practice overcorrection, and performance feedback on mathematics fluency (i.e., speed of accurate responding) in four elementary students with mathematics skills deficits. Results showed that both serving as a tutee (i.e., overt computation responding) and as a tutor (i.e., delivering feedback) resulted in increased rates of accurate responding for three of the students. Furthermore, all four students showed additional increases in fluency when performance feedback was added. Results are discussed in terms of combining intervention components designed to increase accuracy and fluency.
|Journal||School Psychology Quarterly|
|State||Published - 2000|