A Meta-analysis of the Taped Problems Intervention

Whitney L. Kleinert, Robin S. Codding, Takuya Minami, Kaitlin Gould

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Taped problems is an intervention strategy for addressing mathematics fluency that has been evaluated in multiple single-case design studies. Although its efficacy has been supported in individual studies, no comprehensive quantitative synthesis has been conducted on taped problems. The purpose of this study was to synthesize the literature that examined this intervention using parametric and nonparametric effect size computations. We examined (a) the effectiveness of taped problems across effect size comparisons, (b) maintenance over time, (c) the degree to which studies met single-case design research standards, and (d) potential moderating variables. Parametric and nonparametric analyses yielded moderate and large effect sizes and indicated that taped problems appears to be an efficacious intervention.

Original languageEnglish (US)
Pages (from-to)53-80
Number of pages28
JournalJournal of Behavioral Education
Volume27
Issue number1
DOIs
StatePublished - Mar 1 2018

Bibliographical note

Publisher Copyright:
© 2017, Springer Science+Business Media, LLC.

Keywords

  • Intervention
  • Mathematics
  • Meta-analysis
  • Single-case design
  • Taped problems

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