Event Title

Evaluating the Effects of Task Interspersal Math Assignments for Students Receiving Behavioral Support

Location

CSU 254

Start Date

21-4-2014 3:15 PM

End Date

21-4-2014 4:15 PM

Student's Major

Special Education

Student's College

Education

Mentor's Name

Alexandra Hilt-Panahon

Mentor's Email Address

alexandra.panahon@mnsu.edu

Mentor's Department

Special Education

Mentor's College

Education

Second Mentor's Name

Natasha Olson

Second Mentor's Department

Psychology

Second Mentor's College

Social and Behavioral Sciences

Description

Current research supports the task interspersal technique as a tool to improve student performance on math assignments, specifically concerning number of problems completed and accuracy of completed problems. The task interspersal method consists of the addition of easier math problems amidst target problems that are required for mastery at a student’s grade level. Essentially, the implementation of this technique allows students the confidence that comes with the completion of each problem, and therefore motivation to continue, as well as a respite between difficult problems. As math is a core academic discipline, it is necessary for professionals to be informed of interventions that increase both accuracy and productivity on target coursework, particularly methods of practice that do not reduce that mastery level activity. The purpose of this study will be to investigate the task interspersal method for students receiving behavioral support. Since most research has focused on students in general education classrooms, there is a lack of evidence that task interspersal is an effective technique for other students, such as those with behavioral problems. Middle school students will be given two types of assignments, including a control assignment and an interspersal assignment, in order to measure how the task interspersal method affects student performance. Results of this study are pending the conclusion of data collection. Results will indicate the effectiveness of this method for students receiving behavioral support, as well as the benefits the intervention has for professionals that apply task interspersal to increase student success in the area of math.

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Apr 21st, 3:15 PM Apr 21st, 4:15 PM

Evaluating the Effects of Task Interspersal Math Assignments for Students Receiving Behavioral Support

CSU 254

Current research supports the task interspersal technique as a tool to improve student performance on math assignments, specifically concerning number of problems completed and accuracy of completed problems. The task interspersal method consists of the addition of easier math problems amidst target problems that are required for mastery at a student’s grade level. Essentially, the implementation of this technique allows students the confidence that comes with the completion of each problem, and therefore motivation to continue, as well as a respite between difficult problems. As math is a core academic discipline, it is necessary for professionals to be informed of interventions that increase both accuracy and productivity on target coursework, particularly methods of practice that do not reduce that mastery level activity. The purpose of this study will be to investigate the task interspersal method for students receiving behavioral support. Since most research has focused on students in general education classrooms, there is a lack of evidence that task interspersal is an effective technique for other students, such as those with behavioral problems. Middle school students will be given two types of assignments, including a control assignment and an interspersal assignment, in order to measure how the task interspersal method affects student performance. Results of this study are pending the conclusion of data collection. Results will indicate the effectiveness of this method for students receiving behavioral support, as well as the benefits the intervention has for professionals that apply task interspersal to increase student success in the area of math.

Recommended Citation

Erdman, Raechel. "Evaluating the Effects of Task Interspersal Math Assignments for Students Receiving Behavioral Support." Undergraduate Research Symposium, Mankato, MN, April 21, 2014.
http://cornerstone.lib.mnsu.edu/urs/2014/oral_session_14/3