Abstract
School psychologists are charged with providing guidance related to the implementation of evidence-based interventions across academic subjects including mathematics. Despite recent advances in the availability of empirically supported intervention and instructional strategies in math, finding appropriate math-related interventions that go beyond fluency building and metacognitive techniques into the realm of math understanding and concept building remains difficult for school psychologists. The adaptation of a framework-based approach to mathematics intervention, such as one developed by the National Center on Intensive Intervention, provides school psychologists with an evidence-based approach that overcomes numerous barriers to providing support for students struggling with mathematics learning.
Recommended Citation
Lopez, Shaalein C.
(2025)
"Framework-Based Mathematics Intervention: A Practice Guide for School Psychologists,"
Journal of Applied Disciplines: Vol. 3:
Iss.
1, Article 2.
Available at:
https://opus.govst.edu/jad/vol3/iss1/2
Included in
Curriculum and Instruction Commons, Educational Psychology Commons, School Psychology Commons, Science and Mathematics Education Commons, Special Education and Teaching Commons