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Abstract
In the present study, we examined the effects of a fluency-building mathematics program called Great Leaps Math on fluency of basic addition mathematics facts zero to nine and word problem solving using a multiple probe design across participants. Three elementary students with challenging behaviors and mathematics difficulty participated in the study. Results showed that all three students increased their oral fluency of basic mathematics facts and word problem solving skills, with one student increasing written fluency and written generalization fluency (e.g., problems displayed vertically and horizontally).
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Notes on contributors
Todd Whitney
Todd Whitney, PhD, is an assistant professor in the Department of Special Education at the University of Memphis. His current research interests include evidence-based interventions in mathematics for students with disabilities and the effective use of evidence-based instructional practices.
Regina G. Hirn
Regina G. Hirn, PhD, is a project director and adjunct professor at the University of Louisville. Her research interests include math and reading strategies for students with learning and behavior disabilities and response to intervention implementation.
Amy S. Lingo
Amy S. Lingo, EdD, is an associate professor in the Department of Special Education at the University of Louisville. Her research interests are academic interventions for students with disabilities.