%0 Journal Article
%T Examining the Impact of Group Size on the Treatment Intensity of a Tier 2 Mathematics Intervention Within a Systematic Framework of Replication
%A Ben Clarke
%A Christian T. Doabler
%A Derek Kosty
%A Evangeline Kurtz-Nelson
%A Hank Fien
%A Keith Smolkowski
%A Scott K. Baker
%J Journal of Learning Disabilities
%@ 1538-4780
%D 2019
%R 10.1177/0022219418789376
%X Group size and treatment intensity are understudied topics in mathematics intervention research. This study examined whether the treatment intensity and overall intervention effects of an empirically validated Tier 2 mathematics intervention varied between intervention groups with 2:1 and 5:1 student-teacher ratios. Student practice opportunities and the quality of explicit instruction served as treatment intensity metrics. A total of 465 kindergarten students with mathematics difficulties from 136 intervention groups participated. Results suggested comparable performances between the 2:1 and 5:1 intervention groups on six outcome measures. Observation data indicated that student practice differed by group size. Students in the 5:1 groups received more opportunities to practice with their peers, while students in the 2:1 groups participated in more frequent and higher quality individualized practice opportunities. Implications in terms of delivering Tier 2 interventions in small-group formats and engaging at-risk learners in meaningful practice opportunities are discussed
%K treatment intensity
%K group size
%K student practice opportunities
%K explicit mathematics instruction
%K mathematics difficulties
%U https://journals.sagepub.com/doi/full/10.1177/0022219418789376