Implementation Fidelity and the Design of a Fractions Intervention

Lindy Crawford, Barbara Freeman, Jacqueline Huscroft-D’Angelo, Sarah Quebec Fuentes, Kristina N. Higgins

Research output: Contribution to journalArticle

Abstract

Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher order learning opportunities for students with learning disabilities or difficulties in mathematics through use of research and practice from the fields of special education and mathematics education. Four steps undertaken in the development of a Tier II fraction-based mathematics intervention designed to improve the conceptual understanding of students with learning disabilities or difficulties are described in this article: (a) articulation of a logic model, (b) delineation of intervention components, (c) analysis of reliability data related to implementation fidelity, and (d) pilot testing to measure implementation fidelity and student outcomes. Results of the pilot study demonstrated no significant effect for the component of technology; however, significant pre–post differences were found in the performance of all groups on their conceptual understanding of fractions as numbers.

Original languageEnglish (US)
Pages (from-to)217-230
Number of pages14
JournalLearning Disability Quarterly
Volume42
Issue number4
DOIs
StatePublished - Nov 1 2019

Keywords

  • fractions
  • implementation fidelity
  • intervention
  • learning disabilities
  • technology

ASJC Scopus subject areas

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience

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