The Experts below are selected from a list of 288 Experts worldwide ranked by ideXlab platform

Scott K. Baker - One of the best experts on this subject based on the ideXlab platform.

Christian T. Doabler - One of the best experts on this subject based on the ideXlab platform.

Ben Clarke - One of the best experts on this subject based on the ideXlab platform.

  • Conducting a Cost-Effectiveness Analysis of an Early Numeracy Intervention
    School Psychology Review, 2020
    Co-Authors: Ben Clarke, Christian T. Doabler, Keith Smolkowski, Hank Fien, Jessica Turtura, Marah Sutherland, Gulcan Cil, Scott K. Baker
    Abstract:

    This study examined the cost-effectiveness of a 50-lesson Mathematics Intervention program focused on whole number concepts for at-risk kindergarten students, ROOTS. The study utilized a randomized...

  • Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill
    The Elementary School Journal, 2020
    Co-Authors: Ben Clarke, Christian T. Doabler, Derek B. Kosty, Keith Smolkowski, Hank Fien, Jessica Turtura, Evangeline Kurtz-nelson, Marah Sutherland, Scott K. Baker
    Abstract:

    AbstractThis study examined whether the efficacy of ROOTS, a 50-lesson Mathematics Intervention program focused on whole number concepts for at-risk kindergarten students, differed by group size an...

  • Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention
    Learning Disability Quarterly, 2019
    Co-Authors: Christian T. Doabler, Ben Clarke, Derek B. Kosty, Keith Smolkowski, Hank Fien, Meijia Liu, Scott K. Baker
    Abstract:

    Instructional interactions that occur between teachers and students around foundational Mathematics topics are critical for supporting mathematical proficiency among students with Mathematics learn...

  • Efficacy of a first-grade Mathematics Intervention on measurement and data analysis
    Exceptional Children, 2019
    Co-Authors: Christian T. Doabler, Ben Clarke, Derek B. Kosty, Keith Smolkowski, Jessica Turtura, Allison R. Firestone, Kathleen Jungjohann, Tasia L. Brafford, Nancy J. Nelson, Marah Sutherland
    Abstract:

    Well-designed Mathematics instruction focused on concepts and problem-solving skills associated with measurement and data analysis can build a foundational understanding for more advanced mathemati...

  • Exploring the utility of assessing early Mathematics Intervention response via embedded assessment.
    School psychology (Washington D.C.), 2019
    Co-Authors: Lina Shanley, Ben Clarke, Christian T. Doabler, Jessica Turtura, Daniel Anderson, Eva Kurtz-nelson, Hank Fien
    Abstract:

    The provision of high-quality early Mathematics instruction and Intervention is critical to ensure that all students are on track for academic success. Given this, identifying and utilizing assessments that can enable the detection of nonresponse to Mathematics instruction is a critical aspect of early Intervention. To this end, the current study explored the extent to which there were distinct patterns of performance on embedded assessments for Intervention participants within the context of a large-scale randomized control trial of the ROOTS Intervention. This study also examined how performance on embedded assessments was associated with pretest Mathematics scores and residual gains on Mathematics measures, and how those associations differed based on (a) the point in the Intervention when students demonstrated difficulty, and (b) Intervention intensity. Findings from this study suggest that participants fell into 4 distinct performance categories and performance classifications were associated with pretest measures and gains in Mathematics achievement. Study results also highlight the potential relevance of instructional intensity and timely monitoring of student performance. Implications for Intervention and instructional planning in the context of tiered instructional delivery models are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Keith Smolkowski - One of the best experts on this subject based on the ideXlab platform.

Hank Fien - One of the best experts on this subject based on the ideXlab platform.

  • Conducting a Cost-Effectiveness Analysis of an Early Numeracy Intervention
    School Psychology Review, 2020
    Co-Authors: Ben Clarke, Christian T. Doabler, Keith Smolkowski, Hank Fien, Jessica Turtura, Marah Sutherland, Gulcan Cil, Scott K. Baker
    Abstract:

    This study examined the cost-effectiveness of a 50-lesson Mathematics Intervention program focused on whole number concepts for at-risk kindergarten students, ROOTS. The study utilized a randomized...

  • Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill
    The Elementary School Journal, 2020
    Co-Authors: Ben Clarke, Christian T. Doabler, Derek B. Kosty, Keith Smolkowski, Hank Fien, Jessica Turtura, Evangeline Kurtz-nelson, Marah Sutherland, Scott K. Baker
    Abstract:

    AbstractThis study examined whether the efficacy of ROOTS, a 50-lesson Mathematics Intervention program focused on whole number concepts for at-risk kindergarten students, differed by group size an...

  • Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention
    Learning Disability Quarterly, 2019
    Co-Authors: Christian T. Doabler, Ben Clarke, Derek B. Kosty, Keith Smolkowski, Hank Fien, Meijia Liu, Scott K. Baker
    Abstract:

    Instructional interactions that occur between teachers and students around foundational Mathematics topics are critical for supporting mathematical proficiency among students with Mathematics learn...

  • Exploring the utility of assessing early Mathematics Intervention response via embedded assessment.
    School psychology (Washington D.C.), 2019
    Co-Authors: Lina Shanley, Ben Clarke, Christian T. Doabler, Jessica Turtura, Daniel Anderson, Eva Kurtz-nelson, Hank Fien
    Abstract:

    The provision of high-quality early Mathematics instruction and Intervention is critical to ensure that all students are on track for academic success. Given this, identifying and utilizing assessments that can enable the detection of nonresponse to Mathematics instruction is a critical aspect of early Intervention. To this end, the current study explored the extent to which there were distinct patterns of performance on embedded assessments for Intervention participants within the context of a large-scale randomized control trial of the ROOTS Intervention. This study also examined how performance on embedded assessments was associated with pretest Mathematics scores and residual gains on Mathematics measures, and how those associations differed based on (a) the point in the Intervention when students demonstrated difficulty, and (b) Intervention intensity. Findings from this study suggest that participants fell into 4 distinct performance categories and performance classifications were associated with pretest measures and gains in Mathematics achievement. Study results also highlight the potential relevance of instructional intensity and timely monitoring of student performance. Implications for Intervention and instructional planning in the context of tiered instructional delivery models are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

  • Building number sense among English learners: A multisite randomized controlled trial of a Tier 2 kindergarten Mathematics Intervention
    Early Childhood Research Quarterly, 2019
    Co-Authors: Christian T. Doabler, Ben Clarke, Derek B. Kosty, Keith Smolkowski, Hank Fien, Evangeline Kurtz-nelson, Scott K. Baker
    Abstract:

    Abstract English learners (ELs) represent a rapidly growing subgroup in US schools. Yet, converging evidence suggests that a concerning number of ELs struggle to reach proficient levels in Mathematics. The purpose of this multi-site randomized controlled trial was to examine the treatment effects of a Tier 2 Mathematics Intervention on the mathematical outcomes of kindergarten ELs with Mathematics difficulties (MD). Additionally, recognizing that students differently benefit from early Mathematics Interventions, the study also examined whether specific student-level variables predicted ELs’ differential response to the Intervention. A total of 295 ELs from 138 kindergarten classrooms participated in the study. Findings indicated overall treatment effects on five Mathematics outcome measures. Results also suggested that the Intervention worked equally well across a diverse sample of at-risk ELs with varying Mathematics skills and English proficiency levels. Implications in terms of using principles of explicit instruction to improve the design of Mathematics Interventions and furthering the knowledge base of effective instruction for ELs with MD are discussed.