This meta-analysis examined the effectiveness of supplemental Tier 2 mathematics interventions for students with mathematics difficulties (MD). We reviewed 39 experimental and quasiexperimental studies that included 40 independent samples, with 61 treatment groups. Utilizing robust variance estimation (RVE), results revealed a treatment effect of 0.41. Mixed-effects meta-regression analyses revealed that Tier 2 interventions were moderated by participants’ MD status, grade level of subjects, intervention model type, interventionist, group size, intervention duration, type of outcome measure, and overall quality of the study. Results indicated that intervention model type, group size, and type of measure significantly moderated the mathematical outcomes for students with MD. We present recommendations for future research and implementation of mathematics practices.

These findings show general support for the CVM as an explanatory model for maintaining dental anxiety, though its role as a model for fear acquisition is still not fully established.

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