Outcome proximity moderates the dose–response relation: distal outcomes outperform proximal outcomes at dosages at or below 5.43 h, while proximal outcomes exceed distal outcomes at or above 22.6 h¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The interaction between outcome proximity and dosage was significant (β = 0.05, 95% CI [0.01, 0.10]), with a crossover such that distal outcomes outperform proximal outcomes at low dosages and proximal outcomes have higher effect sizes at higher dosages. → Anna H. Miller 2025

Evidence¶

Anna H. Miller 2025¶

Anna H. Miller, Daniel R. Espinas, Daniel McNeish, & Marcia A. Barnes. (2025). Dosage Response in Intensive Mathematics Interventions for Early Elementary Students With or At-Risk for Mathematics Learning Disability. Educational Psychology Review, 37, 91. https://doi.org/10.1007/s10648-025-10070-y

q3 · i? · quant-synthesis · r2

Moderator analysis (Model 3) probing the significant proximity × dosage interaction (β = 0.05, 95% CI [0.01, 0.10]) across 164 effect sizes. Simple slopes were insignificant for distal (0.02, p = 0.73) and proximal (0.07, p = 0.25) outcomes; the crossover thresholds were 5.43 h and 22.6 h.

"The difference between proximal and distal outcomes was significant at dosages below 5.43 h such that distal outcomes outperform proximal outcomes at dosages at or less than 5.43 h of intervention. In contrast, proximal outcomes had higher effect sizes than distal outcomes at or above 22.6 h of instruction"

Discussion¶

Learner Variables¶

• Time and Continuity — moderator: an instructional effect differs with it

Related Claims¶

• The dose–response relation for K-3 intensive mathematics interventions is linear, with no support for a nonlinear (quadratic) curve — related
• Group size moderates intervention effects: 1:1 interventions had effect sizes about 0.5 points higher than small-group interventions at 20 h of dosage — related
• 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
• Intervention dosage moderates child language outcomes: brief interventions under 60 minutes show no significant effect — related