Evidence-based practice (EBP) in programs

For a program to be evidence-based practice (EBP), its effectiveness has to be supported by extensive research. Research suggests that most students who experience mathematics difficulties (MD) are English Learners (ELs). MD involves students who attain below-average grades in Mathematics. The challenges faced by ELs when it comes to mathematics may be addressed through programs whose effectiveness is supported by extensive research. According to Doabler, Nelson, and Clarke (2016) and Doabler et al., (2012), MD may be prevented through the application of mathematics instructions that are explicit and systematic. These instructions involve various practices. First, mathematics instructions have to be designed in a way that student success would be promoted. Systematic organization and explicit presentation, in this case, involves beginning with less complicated problems and moving to complex ones. Secondly, new and complex mathematical problems should be modeled and explained. Understanding may be promoted by demonstrating and providing clear explanations about procedures, strategies, concepts, and vocabulary. Thirdly, students should be allowed to air their mathematical views without fear of contradiction. This will enable learners to acquire and retain knowledge. Fourth, structured opportunities have to be provided for ELs to understand mathematics vocabulary. Fifth, visual representations have to be used to promote understanding. Finally, instructors should ensure that learners get academic feedback on time.

However, when it comes to applying an EBP program to a learner experiencing mathematics difficulties, an assessment has to be carried out by the teacher. In this case, the first step to success was proposed. The first step to success is an intervention program that identifies antisocial behavior and promotes the adoption of strategies that would prevent such behaviors in children between the ages of 5 and 8. It may be applied both at home and at school. The program is effective because participants have shown improvements in; paying more attention to the instructors, reducing aggression, and adaptive behaviors. The program involves proactive screening of kindergarten students, intervention in school, and involvement and training of parents to support the adjustment of children in school. The whole process takes approximately three months for students. During training, the students are divided into groups of two to three learners. On the other hand, parents are trained six times weekly. They are expected to acquire feedback from the children daily to understand their progress. Parents are also encouraged to reward students with positive behavior. The first step to the success program costs approximately $203 upon completion. The program has a kit that contains consumable materials for different applications. The additional products, in this case, cost $35 each. The first step to success program is therefore effective for students experiencing MD.

The first step to success program is effective when it comes to learners experiencing ADHD and MD. The program identifies antisocial behavior and strategies that would prevent them. Held the opinion that antisocial behavior reduces adaptability, hinders the ability to pay attention, and increases aggression. The program is not only applied to students but also parents. Parents are trained to support the adjustment of children in school. Through training, the parents would be encouraged to acquire feedback from the students daily and adopt ways that would improve their behavior. The program would be effective for Tim who has ADHD and experiences MD. In this case, the concentration level and the ability to understand mathematics by Tim would improve. To sum up, the first step to success is an effective program because it involves both the parents and students. In other words, it is applied both at school and at home.

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