A Relational Frame Theory-Based Intervention for Improving Reading and Mathematical Competencies Among School Children

Stricker et al. (2024) tested an online program called SMART in elementary classrooms. Kids logged in one to three times a week for ten weeks.

Each session trained relational skills like same, opposite, and before-after. The goal was to lift math and reading scores on regular school tests.

The SMART group posted large gains on both math and reading standardized tests. The control group also rose a little, but the gap stayed wide.

Teachers kept their normal lessons; the extra boost came from the short computer drills.

Nazari et al. (2022) ran a clinic study with kids who have developmental dyscalculia. They trained executive functions plus math facts and saw medium math gains. Stricker’s classroom-wide SMART trial shows even larger gains, suggesting that training broader relational skills may top training only executive functions.

Stasolla et al. (2015) used microswitches and laptops to help six children with cerebral palsy choose literacy tasks. Both studies put simple tech in class and lift academic engagement, but SMART moves beyond choice to core skill building.

Matson et al. (2011) and DeRoma et al. (2004) improved reading by practicing oral fluency. Stricker’s team skipped fluency drills and still raised reading scores, hinting that strengthening the underlying relational network can do part of the work for you.

You can add SMART to any elementary room without new staff or lesson rewrites. Ten-minute relational games, done online a few times a week, may push your students’ math and reading scores up a full letter grade. Try slotting the free SMART modules into independent work time and track benchmark scores after eight weeks.