This study aims to assess the effectiveness of virtually delivering Strategic Incremental Rehearsal (SIR), a drill-based math facts intervention. We investigate whether virtual SIR improves math fact fluency and accuracy, can be implemented effectively, and is acceptable to students and caregivers. Although developing adequate automaticity in math fact knowledge is fundamental, many students do not master math facts at desired rates or within a desired time frame (Nelson et al., 2022). SIR has shown effectiveness in previous research; however, few studies have explored its use in math interventions and through virtual methods. A multiple-baseline across skills single-case design (SCD) will be used to evaluate outcomes for three 4th – 5th-grade students. Proximal measures will include daily assessments of math fact fluency and accuracy. Surveys of participant and parent perceptions of the intervention will be completed at the intervention’s conclusion. Maintenance of math fact skills will also be evaluated 2 weeks after the intervention concludes. We expect improved accuracy and fluency in multiplication facts, strong clinician implementation, and positive social validity ratings. This research will enhance understanding of virtual SIR applications and contribute to the Human Development Center program.
