A Practitioner Implementation of a Tier 2 First-Grade Mathematics Intervention. (November 2017)

• Record Type: Journal Article
• Authors: Strand Cary, Mari G.; Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Fien, Hank; Baker, Scott K.
• Is Part Of: Learning disability quarterly. Volume 40:Number 4(2017:Nov.)
• Page Start: 211
• Page End: 224
• Publication Date: 2017-11
• Subjects: at risk -- program evaluation -- content-area instruction -- quantitative methods; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0731948717714715
• Languages: English
• ISSNs: 0731-9487

Abstract

We report on a practitioner implementation of Fusion, a first-grade mathematics intervention. Studies such as this evaluation of a loose implementation under realistic conditions are important to curriculum developers' understanding of how evidence-based programs and tools work under a variety of implementation scenarios. In this quasi-experimental study, first-grade students ( n = 253) in 10 schools were assigned to treatment ( n = 154) or control ( n = 99). Rather than randomly assigning students, schools assigned those students most at risk to treatment and, typically, those less at risk to control. School staff administered pre- and postassessments and led Fusion sessions approximately 30 min per day, 3 days per week. The intervention resulted in a significant positive effect on a researcher-developed first-grade math measure. The implementation of Fusion and feedback from school staff provided insights to guide the curriculum development process.