On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue

Fuchs, Douglas

doi:10.1177/0014402918811924

Cited by 35 publications

(21 citation statements)

References 3 publications

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“…Collectively, our results add a complementary layer to the findings of recent moderation analyses of large-scale intervention studies (D. Fuchs & Fuchs, 2019).…”

Section: Discussionsupporting

confidence: 73%

Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention

Doabler

Clarke

Kosty

et al. 2019

Learning Disability Quarterly

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Instructional interactions that occur between teachers and students around foundational mathematics topics are critical for supporting mathematical proficiency among students with mathematics learning disabilities (MLD). This study investigated whether the initial mathematics skill of 880 kindergarten students at risk of MLD predicted the quantity and quality of explicit instructional interactions (i.e., overt teacher modeling, student practice opportunities, and academic feedback) experienced during an empirically validated Tier 2 kindergarten mathematics intervention. It also examined whether the quantity and quality of such instructional interactions predicted gains in student mathematics achievement. Researchers conducted 740 direct observations of 255 intervention groups within a multiyear, randomized controlled trial. Results suggested that intervention groups with lower initial mathematics skill received higher rates of academic feedback and made more frequent errors. In addition, more frequent and higher quality academic feedback and group practice opportunities predicted increased mathematics achievement. Implications for investigating the active ingredients of mathematics interventions are discussed.

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“…Collectively, our results add a complementary layer to the findings of recent moderation analyses of large-scale intervention studies (D. Fuchs & Fuchs, 2019).…”

Section: Discussionsupporting

confidence: 73%

Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention

Doabler

Clarke

Kosty

et al. 2019

Learning Disability Quarterly

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“…The results indicated that individual student characteristics that affect their engagement with text and their interaction with intervention delivery systems affected how middle school students responded to an inferential reading comprehension intervention. These findings contribute to the growing literature on factors that produce differential response to intervention in individuals with learning disabilities (Fuchs & Fuchs, 2019 ). They highlight the need for future work to consider the potential moderating influences of student and intervention characteristics on response to intervention and the possibility that these moderating factors might change across development.…”

Section: Discussionsupporting

confidence: 59%

The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers

2021

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“…That is, mixed methods research allows researchers to understand not just what works, but what works for whom and why. Mixed methods research is not the only way to answer such questions (e.g., Fuchs & Fuchs, 2019). However, by integrating quantitative and qualitative data, mixed methods research is uniquely situated to capitalize on the strengths of both methodologies to generate stronger evidence for a given outcome and more generalizable knowledge (Bazeley, 2012;Johnson & Onwuegbuzie, 2004).…”

Section: Prevalence Of Mixed Methods In Special Education Researchmentioning

confidence: 99%

Exploring the Landscape of Published Mixed Methods Research in Special Education: A Systematic Review

Corr

Snodgrass

Love

et al. 2020

Remedial and Special Education

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Mixed methods research is a robust and growing methodology in many fields, including education. We drew upon the influential work of Greene et al., Ivankova and Kawamura, and Alise and Teddlie to explore the landscape of published mixed methods research in special education. We conducted a systematic literature review of 15 top-ranked journals in special education from 2007 to July 2019. Specifically, we used the seminal work of Greene et al. as a conceptual framework for describing how researchers designed and implemented their mixed methods research studies. We found a very small proportion of the total number of original research studies purported to use mixed methods (0.62%; N = 43). Within this small set of mixed methods research studies, very few explicitly articulated and defended how they addressed the recommended components identified by Greene et al. Implications for applying mixed methods to special education research are discussed.

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On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue

Cited by 35 publications

References 3 publications

Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention

Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention

The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers

Exploring the Landscape of Published Mixed Methods Research in Special Education: A Systematic Review

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