Initiating and Fading Self-Management Interventions to Increase Math Fluency in General Education Classes

This study investigated the effects of multiple-component behavioral self-management (BSM) interventions on math fluency and engaged time of five 4th-grade students with and without disabilities in general education classrooms. A multiple-baseline across subjects design demonstrated that the students (a) increased their math fluency and engaged time after being trained to use self-management components, (b) further improved their math fluency and engaged time when components of the self-management interventions were faded, (c) matched or exceeded normative levels of math fluency of 4th-grade peers, (d) generalized improvements in math fluency when they answered math word problems, and (e) self monitored accurately and punctually when they computed answers to calculation problems during daily warm-up sessions.