Interventions providing more than 15 total hours significantly moderate mathematics outcomes for students with MD in grades 4–12¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Within the FAT-PET moderator model, treatment provided for more than 15 hours was a statistically significant predictor of effect size (p = .013). → Stevens 2018

Evidence¶

Stevens 2018¶

Stevens, E. A., Rodgers, M. A., & Powell, S. R. (2018). Intensive interventions in mathematics for upper elementary and secondary students: A meta-analysis of research. Remedial and Special Education, 39(6), 327–340. https://doi.org/10.1177/0741932517731887

q2 · i? · quant-synthesis · r3

Moderator analysis within the FAT-PET model on the subsample excluding small-sample studies. The article reports "treatment provided for more than 15 hours (p = .013)" was a statistically significant predictor, while group size, sessions, grade level, and study quality were not.

"The subsample FAT-PET results showed that group size, number of sessions, grade level, and study quality were not statistically significant predictors of effect size, whereas fractions interventions (p = .04) and treatment provided for more than 15 hours (p = .013) were statistically significant predictors of effect size."

Discussion¶

Related Claims¶

• After adjusting for small-study effects and excluding small-sample studies, the underlying pooled effect of mathematics interventions for grades 4–12 is a moderate 0.49 — related
• Fraction-focused interventions significantly improved mathematics outcomes over operations-focused interventions for students with MD — related
• Grade level, number of sessions, group size, and study quality did not significantly predict intervention effectiveness in this corpus — reports the opposite
• Dosage significantly predicts intervention effects in a linear model (β = 0.03 per hour), but the dosage main effect is no longer significant after controlling for moderators — related
• No instruction characteristic (dosage, program availability, literacy domain) significantly moderated effects, though phonics and spelling instruction approached significance descriptively favoring treatments that included them — related
• Multi-session game interventions show significantly larger learning benefits than single-session interventions, while total play duration shows no association with effect size — related
• Remediating mathematics difficulty for older students appears more challenging than for younger students, with lower adjusted effects than prior elementary-focused reviews — related
• Significant differences in spelling effect sizes were found between interventions of different total amounts of treatment — related
• Number of treatment sessions received was not associated with end-of-treatment performance — related