Effects of the AMPPS One-on-One Mathematics Intervention on Students' Complex Computation, Word-Problem Solving, and Math Self-Concept.

Baseline performance was relatively stable for Students 1 and 4, while Student 2 showed a decreasing trend, Student 3 an increasing trend, and Student 5 substantial variability.

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To account for potential baseline trends, a plan was developed to keep students who exhibited an increasing trend in their A-PM baseline data in the baseline condition until their data stabilized or until 10 baseline data points had been collected, whichever came first.

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