Codding Chapter 4 Flashcards
Evidence for CCC
Maintenance from 1 day to 2 months after intervention
High student acceptability
CCC Desription
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;
One way to determine target skill in CCC
Use class performance to determine lowest prerequisite skill students need support with
CCC variations
1) Use powerpoint for whole class
2) Fact family models
3) Use group contingencies
4) Written perfoamnce feedback and individualized graphs
Pros of CCC
Immediate feedback
Content differentiation - can match needs of each student i
Cons of CCC
Decreased student response rates from procedures of looking at, covering, writing problem and/or answer (solution: smaller set of items)
CCC teacher responsibilites
Determine target skill
Make CCC worksheets/goal charts
Training CCC procedures
Circulating around the room
Providing rewards
Evidence for DPR
Average student improvement post-intervention - 5-25DCPM
DPR may work better for students who demonstrate higher fluency levels in target skill rather than students who are dysfluent (True/False)
True
DPR Intervention Description
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.
Pros of DPR
Expanded differentiation - used to individualize math practice
Cons of DPR
May be relatively difficult to implement/manage
DPR teacher responsibilites
Filing, distributing and collecting intervention folders.
Manage procedures
Circulate around room
Taped problems evidence
Large improvements in CBMs for all students in the classroom - challenging material may require group contingencies
Taped Problems Intervention Description
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.
Taped problems pros
Immediate corrective feedback, rapid pacing, shape automatic and independent responding
Taped problems cons
Inability for content differentiation
Explicit timing description
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
