Replication Research to Support Mathematical Learning of Students with Extensive Support Needs

Abstract

ABSTRACT This article examines the role that replication research has played in the development and refinement of mathematics interventions for learners with extensive support needs. By highlighting 16 research studies, we seek to inform stakeholders of lessons learned and knowledge gained through replication. These studies show that when given high-quality instruction in the area of mathematics, students with extensive support needs can make great gains in their early number sense and problem-solving skills. Further, social validity data indicate teachers improved their implementation of systematic instruction as a result of using scripted curricula and transferred their skills to other content and skill areas. Implications for practice and policy are discussed, as well as a call for future research.