Effectiveness of a multi-component treatment for improving mathematics fluency

An alternating treatments design was used to evaluate the effectiveness of an educational program that combined timings (via chess clocks), peer tutor ing (i.e., peer-delivered immediate feedback), positive-practice overcorrec tion, and performance feedback on mathematics fluency (i.e., speed of accur ate responding) in four elementary students with mathematics skills deficit s. Results showed that both serving as a tutee (i.e., overt computation res ponding) and as a tutor (i.e., delivering feedback) resulted in increased r ates of accurate responding for three of the students. Furthermore, all fou r students showed additional increases in fluency when performance feedback was added. Results are discussed in terms of combining intervention compon ents designed to increase accuracy and fluency.