INITIATING AND FADING SELF-MANAGEMENT INTERVENTIONS TO INCREASE MATH FLUENCY IN GENERAL-EDUCATION CLASSES

This study investigated the effects of multiple-component behavioral s elf-management (BSM) interventions on math fluency and engaged time of five 4th-grade students with and without disabilities in general educ ation classrooms. A multiple-baseline across subjects design demonstra ted that the students (a) increased their math fluency and engaged tim e after being trained to use self-management components, (b) further i mproved their math fluency and engaged time when components of the sel f-management interventions were faded, (c) matched or exceeded normati ve levels of math fluency of 4th-grade peers, (d) generalized improvem ents in math fluency when they answered math word problems, and (e) se lf-monitored accurately and punctually when they computed answers to c alculation problems during daily warm-up sessions.