Effects Of Integrating Self-Regulation Support Within A Process Of Mathematics Intervention Intensification - Info and Reading Options
By Nathan H. Clemens and Gregory Roberts
“Effects Of Integrating Self-Regulation Support Within A Process Of Mathematics Intervention Intensification” Metadata:
- Title: ➤ Effects Of Integrating Self-Regulation Support Within A Process Of Mathematics Intervention Intensification
- Authors: Nathan H. ClemensGregory Roberts
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- Internet Archive ID: osf-registrations-7vqbp-v1
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Academic and behavioral difficulties are often co-morbid, a co-occurrence that is likely due to bi-directional and reciprocal interactions between behavior and learning. There is evidence that interventions provided within tiered systems of support that target mathematics skills or behavior have been associated with improved student outcomes in their respective domains. However, large scale evaluations have revealed that schools struggle to implement tiered intervention systems with quality and consistency, improvements in one domain (i.e., mathematics or behavior) have not been reliably associated with collateral improvements in the other, and previous efforts to merge tiered mathematics and behavior intervention systems can often be characterized as representing combinations of supports rather than cohesive integration of mathematics and behavior interventions. There is a need to identify strategies that support students’ academic engagement, a self-regulatory behavior that is directly tied to learning, that can be integrated within mathematics interventions and multi-tiered systems of support in efficient and cohesive ways. As such, this study will investigate the following research questions: (1) For 2nd grade students with mathematics difficulties, what is the benefit of integrating behavior self-regulation strategies within Tier 2 mathematics interventions on students’ mathematics and behavior outcomes? (2) For students that demonstrate adequate response to Tier 2 intervention, what is the benefit of integrating behavior self-regulation strategies into core instruction (i.e., Tier 1)? (3) For students that demonstrate inadequate response to Tier 2 intervention, what is the benefit of integrating behavior self-regulation strategies within intensified and customized mathematics intervention? (4) To what extent does improvement in behavior self-regulation mediate the effects of intervention on students’ mathematics outcomes?
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