文章基本信息

标题：The Effects of a Computer-Based Mathematics Intervention In Primary School Students With and Without Emotional and Behavioral Difficulties
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作者：Moritz Herzog ; Gino Casale
期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2022
卷号：14
期号：3
页码：303-317
DOI：10.26822/iejee.2022.246
语种：English
出版社：International Electronic Journal of Elementary Education
摘要：Mathematics difficulties (MD) affect about 20% of the students in German schools. Almost half of them show combined emotional and behavioral difficulties (EBD). While a growing number of mathematics interventions target children with MD separately, there is a lack of evidence for the effectiveness of these interventions for children with combined MD and EBD. This study aimed at investigating the differential effects of an evidence-based mathematics intervention on children with and without EBD.11 children with internalizing and externalizing EBDs from Grades 3 and 4 participated in this single case study with staggered AB-Design. A computer-based mathematics intervention was provided for 5 weeks, while the mathematical performance of the students was measured using a learning progress assessment in A- and B-phases. Data were analyzed using (a) overlap indices, (b) piecewise linear regression (PLM) models for each student, and (c) a multilevel PLM across all children. The results suggest different effectiveness for children with and without EBD, indicating a small direct influence of the severity of the EBD. Thus, the effectiveness of mathematics interventions might not be generalizable for children with combined EBD and MD. Further research is necessary to better understand the differential effectiveness of mathematics interventions for these children.
关键词：Mathematics Difficulties;Single Case Study;Emotional and Behavioral Difficulties;Mathematics Intervention;