Rates of treatment responsiveness on the TEMA-3 were similar across the Oregon and Boston ROOTS studies¶
Claim · All claims
Evidence · 1 study · causalr3·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Similar percentages of ROOTS students tested below the 10th percentile on the TEMA-3 at pretest (34% and 29%) and posttest (17% and 16%) across the two studies; this was not formally tested. → Doabler 2016
Evidence¶
Doabler 2016¶
Doabler, C. T., Clarke, B., Kosty, D. B., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K. (2016). Testing the efficacy of a tier 2 mathematics intervention: A conceptual replication study. Exceptional Children, 83, 92–110. https://doi.org/10.1177/0014402916660084
q2 · i? · causal · r3
Informal exploratory comparison, explicitly "not formally tested," of the percentage of ROOTS students below the 10th TEMA-3 percentile in the Oregon versus Boston studies at pretest and posttest. Roughly one fifth of ROOTS students remained in a severe risk category at posttest.
"Although this was not formally tested, we found similar percentages of ROOTS students from the Oregon and Boston studies tested below the 10th percentile on the TEMA-3 at both pretest (34% and 29%) and posttest (17% and 16%)."
Discussion¶
Related Claims¶
- The Boston replication reproduced significant effects on the TEMA-3, ASPENS, and RAENS and newly found significant effects on the NSB and SESAT, with effect sizes within or exceeding the Oregon study's bounds — related
- Kindergartners with mathematics difficulties randomly assigned to the ROOTS intervention made significantly greater fall-to-spring gains than control students on the NSB, ASPENS, TEMA-3, and RAENS — related
- The ROOTS intervention produced greater fall-to-spring kindergarten gains than control instruction on four of five outcome measures for at-risk students — related
- Transition out of the high-risk category (below the 10th TEMA percentile) did not differ significantly between ROOTS and control students — related
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