Maximizing Math Intervention

 

Maximizing Math Intervention

Short & Sweet Wins: Insights from the Research Matters Blog

When it comes to math interventions - especially for building crucial skills like math fact fluency-it's easy to assume that longer sessions yield better results.  But what if that's not always the case?

We frequently receive questions on this topic, such as:

"We have a student receiving both math and reading intervention.  Given our limited time for intervention, how should we balance the two?  Is it better to alternate days for reading and math, or provide shorter daily sessions for both?"

Like most questions about intervention, research provides valuable insights into this issue.

Research Findings

Gersten et al. (2009): The Traditional Model

Gersten and colleagues recommended:

• Snall-group intervention
• Sessions lasting 20-40 minutes
• 4-5 sessions per week
• A total intervention duration of 6-12 weeks

 

This has long been the gold standard for math interventions and is the official practice guideline from the U.S. Institute for Education Sciences.  However, many schools find it challenging to implement due to time constraints.  Fortunately, newer studies suggest that shorter sessions can be just as effective if structured properly.

DeFouw et al. (2021): Short Bursts Work

This study found that small-group math interventions, delivered three times a week for just 10-30 minutes, were effective.  This suggests that even 10-minute sessions can significantly improve math fluency, making intervention more feasible in time-limited settings.

 

Codding et al. (2016): Frequency Matters

Rather than session length, this study focused on intervention frequency.  Findings showed that more frequent sessions (four times per week) resulted in better outcomes, especially for basic computation skills.

Duhon et al. (Dose-Response Study): The Power of Daily Micro-Sessions

Duhon's research tested an ultra-brief math intervention requiring just 2 minutes per session.  The compared various frequencies, including:

• Every other week
• Once per week
• Every other day
• Once per day
• Twice per day
• Four times per day
• Eight times per day

 

Results showed that even very short,

daily sessions (as little as two minutes!) can be effective.

 

 

Practical Implications for Teachers

Based on these findings, here's how educators can maximize intervention effectiveness:

√ Prioritize Frequency - Aim for daily short sessions (10-15 minutes) rather than longer, less frequent ones.

√ Embrace Spaced Repetition - Regularly review and reinforce previously learned skills.

√ Maximize Student Engagement - Provide many opportunities to respond (OTR) and receive feedback.

√ Match Instruction to Student Readiness - Ensure interventions are at the student's instructional level.

√ Keep It Short and Focused - Avoid cognitive overload by using concise, targeted sessions.

Selecting Interventions that Work in Your Schools

When selecting or implementing interventions, it is crucial to focus on how they will be used in practice. An intervention that is not implemented properly is essentially no intervention at all. Various organizations review and approve interventions based on research, but just because an intervention is effective in a controlled, well-resourced setting with perfect fidelity doesn’t guarantee it will work in your school.

Start with What’s Likely to be Effective. An effective intervention should address the specific challenges in your setting, work with your diverse student population, and fit within your available resources. The best way to determine effectiveness is to test interventions in your own school. Start with those that include essential components—such as active student engagement and immediate feedback—since passive observation is generally ineffective.

Consider How You Will Use it.  Additionally, interventions should align with your school's structure. If you have dedicated 20-minute intervention periods, select an intervention suited for that timeframe. If intervention time is fragmented (e.g., 3 minutes here, 10 minutes there), choose one that can be implemented flexibly.

Test It.  Select an intervention or two. Implement interventions well and use your usual progress monitoring system, rather than the one associated with the intervention, as those may only measure a narrow skill set. This approach will help identify what truly works—allowing you to invest in and expand the most effective interventions.

Want More Math Intervention Research ?

There is a lot going in this area conducted by strong creative researchers who maintain a concentrated focus on specific topics.  There is a growing “Science of Math” area.  Visit their website:   https://www.thescienceofmath.com/

 

References
Codding, R. S., VanDerHeyden, A. M., Martin, R. J., Desai, S., Allard, N., & Perrault, L. (2016). Manipulating treatment dose: Evaluating the frequency of a small group intervention targeting whole number operations. Learning Disabilities Research & Practice, 31(4), 208–220. https://doi.org/10.1111/ldrp.12120

DeFouw, E. R., Collier-Meek, M. A., Daniels, B., et al. (2023). Does intervention session length matter? A comparison of a math intervention across three durations. Journal of Behavioral Education, 32, 500–526. https://doi.org/10.1007/s10864-021-09460-3

Duhon, G. J., Poncy, B. C., Krawiec, C. F., Davis, R. E., Ellis-Hervey, N., & Skinner, C. H. (2020). Toward a more comprehensive evaluation of interventions: A dose-response curve analysis of an explicit timing intervention. School Psychology Review, 51(1), 84–94. https://doi.org/10.1080/2372966X.2020.1789435

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). What Works Clearinghouse.