Using Taped-Problems and Rewards to Increase Addition-Fact Fluency in a First Grade General Education Classroom

We used a multiple baseline design across math facts to evaluate classwide use of a taped problem (TP) intervention on first graders' digits correct per minute in a general education classroom. During TP, students attempted to respond to each math fact before they heard the answer on an audiotape. As problems were repeated, response intervals were varied and individual and group feedback and rewards were provided contingent upon improved performance. Across all 3 sets of problems, digits correct per minute increased following the use of TP. We discuss the efficacy of TP as an instructional (as opposed to remedial) procedure, practical implications for teachers, and areas for future research

Current Issues in Assessing Students with Special Needs

This chapter investigates critical issues and promising trends associated with the processes and procedures for assessing students with special needs. The chapter covers issues associated with formal standardized testing, informal classroom assessment, and accommodations in testing. The future trends considered include universal screening and universal progress monitoring. These assessment procedures rely on curriculum-based measurement techniques which provide high-fidelity data that facilitates early intervention. The chapter begins by defining key issues and presenting a conceptual framework. The framework is based on the steps in the assessment process including screening, identifying, intervening, and measuring progress. A detailed investigation of the issues follows the conceptual framework. Specific issues discussed include fairness in testing, accountability, barriers faced by practitioners, and selecting appropriate accommodations. The chapter ends with a discussion of the responsibilities and challenges faced by practitioners, policy makers, and researchers in responding to the significant issues in assessing students with special needs