Codding Chapter 4 Flashcards

1
Q

Classroom Hot Math

A

Targets word problem solving (only one commercially available)

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2
Q

Evidence for CCC

A

Maintenance from 1 day to 2 months after intervention

High student acceptability

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3
Q

CCC Desription

A

Self-instruction procedure that consists of 5 steps 1) look at problem and answer on left side of sheet 2) cover problem and answer with index card or by folding page in half 3) write the problem and answer on right side 4) uncover the problem with the answer and 5) compare written response with model;

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4
Q

One way to determine target skill in CCC

A

Use class performance to determine lowest prerequisite skill students need support with

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5
Q

CCC variations

A

1) Use powerpoint for whole class
2) Fact family models
3) Use group contingencies
4) Written perfoamnce feedback and individualized graphs

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6
Q

Pros of CCC

A

Immediate feedback
Content differentiation - can match needs of each student i

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7
Q

Cons of CC

A

Decrease student response rates from procedures of looking at, covering, writing problem and/or answer (solution: smaller set of items)

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8
Q

CCC intervention training

A

Simple, takes as little as 10 minutes

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9
Q

CCC teacher responsibilites

A

Determine target skill
Make CCC worksheets/goal charts
Training CCC procedures
Circulating around the room
Providing rewards

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10
Q

Evidence for DPR

A

Average student improvement post-intervention - 5-25DCPM

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11
Q

DPR may work better for students who demonstrate higher fluency levels in target skill rather than students who are dysfluent (True/False)

A

True

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12
Q

DPR Intervention Description

A

DPR is a brief daily math intervention lasting 1–4 weeks, consisting of three phases: detect, where students identify known and unknown math problems; practice, where they use cover-copy-compare (CCC) to master unknown problems; and repair, where they complete a timed sprint to assess fluency gains. Students track their progress using a graph, with structured teacher-guided procedures to enhance computational fluency.

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13
Q

Pros of DPR

A

Expanded differentiation - used to individualize math practice

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14
Q

Cons of DPR

A

May be relatively difficult to implement/manage

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15
Q

DPR teacher responsibilites

A

Filing, distributing and collecting intervention folders.

Manage procedures

Circulate around room

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16
Q

Taped problems evidence

A

Large improvements in CBMs for all students in the classroom - challenging material may require group contingencies

17
Q

Taped Problems Intervention Description

A

Students listen to math fact problems and answers from recording, students are given printed copy of problems without answer and instructed to beat the tape by writing the correct answer before the answer is provided on tape recording.

18
Q

Taped problems pros

A

Immediate corrective feedback, rapid pacing, shape automatic and independent responding

19
Q

Taped problems cons

A

Inability for content differentiation,

20
Q

Explicit timing description

A

Students can accurately and independently complete assigned practice activities and given a finite amount of time to complete as many problems as possibles. Shown to be effective intervention component for increasing DCPM scores across numerous skills, populations and settongs