Examination of a Modified Incremental Rehearsal Approach to Explore Causal Mechanisms.

Kathrin E Maki, Mary Elizabeth Moody, Siera L Cullins, Taylor L Griffin

Open access · bronzeAbstract read

In one paragraph

Article in Journal of behavioral education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

0.2field-weighted citation impact, top 43% of its field

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed, 1 citations in OpenAlex.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors at 1 institution in 1 country.

Kathrin E MakiDepartment of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, FL USA.ORCID 0000-0002-4036-8972

Mary Elizabeth MoodyDepartment of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, FL USA.

Siera L CullinsDepartment of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, FL USA.

Taylor L GriffinDepartment of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, FL USA.

University of Florida · US

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Incremental rehearsal (IR) has consistently been shown to improve students' math fact retention and fluency (Maki et al., Journal of Behavioral Education 30:534-558, 2021). However, less is known about how intervention modifications may support longer-term skill maintenance. The purpose of this study was to compare traditional IR with a modified IR (shuffle IR; ShIR) in which known multiplication facts were shuffled between sequences using a cumulative acquisition design with six fourth- and fifth-grade students. All participants retained and maintained more facts in IR and ShIR compared to a control condition. However, IR or ShIR did not consistently result in greater retention than the other, with three students demonstrating greater retention in the IR condition and three students demonstrating greater retention in the ShIR condition. Most participants demonstrated greater fact maintenance in the ShIR condition than in the IR condition. All participants made fewer intervention session errors in the condition in which they retained more multiplication facts.

Indexed as

Incremental rehearsalMath interventionSingle-case design

Identifiers

PMID35919840

DOI10.1007/s10864-022-09482-5

PMCPMC9333052

OpenAlexW4288386011

What OpenQuestion holds

Textmetadata

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.