In this systematic review, we explored mathematics interventions for middle school (Grades 6, 7, and 8) implemented with students who experienced difficulty in the area of mathematics, including students with an identified learning disability in mathematics. A total of 72 singlesubject and group comparison studies met inclusion criteria, with 59 studies demonstrating positive effects on student-level mathematics outcomes. The majority of mathematics interventions focused on foundational, prealgebraic skills (e.g., operations and problem solving) related to algebraic reasoning. To understand the landscape of effective mathematics interventions and inform instruction within mathematics intervention, we identified six instructional components used with regularity within the effective studies. These components included explicit instruction, multiple representations, problem-solving instruction, mathematical language, mnemonics, and graphic organizers.
In intervention studies, high rates of implementation fidelity are important markers of a study’s success; however, the definition of implementation fidelity is both complex and dynamic. In this synthesis, we examined the dimensions of implementation fidelity measured and reported in 99 studies in which researchers utilized a mathematics intervention for elementary students (i.e., Grades 1–5). We examined implementation fidelity following recommendations made by Dane and Schneider; O’Donnell; and DeFouw et al. to capture a comprehensive representation of the implementation fidelity data collected and reported within mathematics intervention studies. We organized our conceptualization of implementation fidelity into four overarching categories, and nine dimensions within those categories: intervention design (i.e., theories of change and logistics), fidelity of implementor (i.e., adherence, quality of delivery, dosage, and implementor knowledge or experience), student engagement, and treatment analysis (i.e., treatment differentiation and analysis of implementation fidelity). Overall, findings indicate many author teams reported adherence data and dosage data, but significantly fewer studies reported quality of delivery data, student engagement data, or treatment differentiation data. In addition, author teams were more likely to report at least one form of logistics, such as implementor support, than theories of change. Implications for research and practice are discussed.
Students with disabilities continue to perform below peers without disabilities in writing. To address the need for improving written expression for students with learning differences, schools are implementing instructional strategies. This study investigated teacher perceptions of a fouryear, school-wide, K-12 implementation of Strategic Instruction Model (SIM) Learning Strategies addressing written expression. A survey (n=22) and semi-structured interviews (n=16) were administered to examine the perceptions of educators on school-wide supports to strengthen writing skills across all grades and content areas. The analysis of these data can provide insight to faculty knowledge and attitudes toward implementation of SIM as well as guidance to inform change and implementation practices in providing targeted intervention in writing to address K-12 goals for students with various learning differences.
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