Decision-making at the classwide level within MTSS: A simulation study examining the accuracy of intermittent math measurement

This study examined decision-making accuracy within the context of classwide math intervention, an approach to generating optimum rates of responding within an MTSS system. Within classwide intervention, decisions are made regarding whether a class as a unit has met a mastery criterion for a math skill. We examined decision-making accuracy using an existing system of intermittent decision-making, in which one classwide data point is compared to a mastery criterion, assessing the role of three variables: class size, decision rule used, and rate of classwide growth. As part of this study, an existing data set was used to inform multiple Monte Carlo simulations to address the research questions. Results indicated favorable levels of accuracy for decisions made during classwide math intervention and provided support for the use of existing recommended classwide decision-making practices. Some variation in accuracy rates was observed based on class size, decision rule, and growth rate conditions, as well as the time at which decisions were made relative to when a class met the mastery criterion, but not to the degree that existing recommendations should be reconsidered. This study is an initial attempt to evaluate decision-making accuracy at the classwide level. Future research that includes a wider range of classwide conditions may help further understand decision-making practices used during classwide intervention.