Understanding typical rates of growth under intervention is necessary to establish what environmental expectations one should have and serves as a benchmark when investigating novel interventions. These trends are not well understood in the math domain. The current study addressed this gap by aggregating available data on digits correct per minute (DCPM) growth in single-skill curriculum-based measurements as students undergo intervention. We synthesized data from 28 single-case studies examining the effects of brief math interventions using empirical Bayes estimates of slope. Subcategories of targeted math operation, initial instructional level, and instructional set size were examined. It was found that the average growth rate across sessions of intervention was 1.62 DCPM, and across blocks of 15 min of instructional time was 3.58 DCPM. However, rates varied based on addressed moderators. Implications for both researchers and practitioners planning single-skill math intervention are addressed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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实施整数运算数学干预时对常见改进率的回顾。

了解干预措施下的典型增长率对于确定环境期望值是必要的，并在调查新型干预措施时作为基准。这些趋势在数学领域还不太清楚。当前的研究通过在学生接受干预时汇总基于单技能课程的测量中每分钟正确位数（DCPM）增长的可用数据来解决此差距。我们使用来自经验的贝叶斯估计斜率综合了来自28个单例研究的数据，这些数据研究了简短的数学干预的效果。检查了目标数学运算，初始教学水平和教学集大小的子类别。发现干预期间的平均增长率为1.62 DCPM，而在15分钟的教学时间范围内的平均增长率为3.58 DCPM。然而，费率因主持人而异。解决了对计划单技能数学干预的研究人员和从业人员的影响。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。