| This study focused on evaluating the efficacy of mathematics intervention programs for students with learning disabilities. Given a large number of studies associated with mathematics interventions for students with learning disabilities, three questions arose: (a) What mathematics interventions have been implemented effectively, (b) How effective were those mathematics interventions, and (c) In what mathematics contents were those interventions effective? Based on Rivera's (1997) study for categorizing mathematics interventions, the present study used the meta-analytic methodologies to synthesize group and single-subject design experimental studies in the learning disability literature from 1975 to the present. The search resulted in a total of 110 studies, which produced 86 and 56 effect sizes respectively for group and single-subject design studies.;Behavioral, cognitive and technology-based intervention categories were found to be highly effective for group design studies but moderately effective for single subject design studies. Student-mediated intervention category was found to be mildly effective for both group and single-subject design studies. Additionally, each category was separated into certain interventions according to their different design features. The highly effective interventions were examined consistently from behavioral, cognitive and technology-based categories. Further, the effectiveness of each intervention category was examined across the three mathematics contents---computation, word problem solving and the higher mathematics.;In sum, the present results are encouraging for mathematics remediation and for students with learning disabilities. It is recommended that cognitive, behavioral, and technology-based intervention categories could be implemented effectively to students with learning disabilities in mathematics. |
