Emma Wilkie
School Psychologist
Response to Intervention
Math
Interventions
Numerical Operations
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Joseph, L. M., Konrad, M., Cates, G., Vajcner, T., Eveleigh, E., & Fishley, K. M. (2011). A meta-analytic review of the cover-copy-compare and variations of this self-management procedure. Psychology in the Schools, 49(2), 122-136.
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Skinner, C. H., Bamberg, H. W., Smith, E. S., & Powell, S. S. (1993). Cognitive cover, copy, and compare: Subvocal responding to increase rates of accurate division responding. Remedial and Special Education, 14(1), 49-56.
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Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A self-managed academic intervention effective across skills, students, and settings. Journal of Behavioral Education, 7, 295-306.
Math Computation
Problem-Solving
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Burns, M. K. (2005). Using incremental rehearsal to increase fluency of single-digit multiplication facts with children identified as learning disabled in mathematics computation. Education and Treatment of Children, 28, 237-249.
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Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel,B. (2009). Assisting students struggling with mathematics: Response to Intervention RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sci ences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/
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Maag, J. W., Reid, R., & DiGangi, S. A. (1993). Differential effects of self-monitoring attention, accuracy, and productivity. Journal of Applied Behavior Analysis, 26, 329-344.
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Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists.
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Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.
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Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75, 285-302.
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Bennett, K., & Cavanaugh, R. A. (1998). Effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities. Journal of Applied Behavior Analysis, 31, 303-306.
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Shimabukuro, S. M., Prater, M. A., Jenkins, A., & Edelen-Smith, P. (1999). The effects of self-monitoring of academic performance on students with learning disabilities and ADD/ADHD. Education and Treatment of Children, 22, 397-414.
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Hawkins, J., Skinner, C. H., & Oliver, R. (2005). The effects of task demands and additive interspersal ratios on fifth-grade students' mathematics accuracy. School Psychology Review, 34, 543-555.
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Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2009). The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. Learning and Individual Differences 20(2), 89-100.
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Siegler, R. S. (2009). Improving the numerical understanding of children from low-income families. Child Development Perspectives, 3(2), 118-124.