Improving the Compositions of Students with Learning Disabilities Using a Strategy Involving Product and Process Goal Setting

1992 ◽  
Vol 58 (4) ◽  
pp. 322-334 ◽  
Author(s):  
Steve Graham ◽  
Charles Macarthur ◽  
Shirley Schwartz ◽  
Victoria Page-Voth
Keyword(s):  
Learning Disabilities ◽  
Goal Attainment ◽  
Strategy Instruction ◽  
Probe Design ◽  
Students With Learning Disabilities ◽  
Essay Writing ◽  
Writing Strategy ◽  
Product And Process ◽  
Multiple Probe ◽  
Positive Effect

This study was conducted to determine if a planning and writing strategy would improve the essay writing of students with learning disabilities. Four participants were taught a strategy designed to facilitate the setting of product and process goals, generation and organization of notes, continued planning during writing, and evaluation of goal attainment. Training effects were investigated using a multiple probe design across subjects. Strategy instruction had a positive effect on students' essay writing performance and knowledge of the writing process, and effects were maintained over time.

A Strategic Intervention for Enabling Students with Learning Disabilities to Identify and Change their Ineffective Beliefs

1995 ◽  
Vol 18 (3) ◽  
pp. 186-201 ◽  
Author(s):  
Barbara Anne Duchardt ◽  
Donald D. Deshler ◽  
Jean B. Schumaker
Keyword(s):  
Learning Disabilities ◽  
Expert Advice ◽  
Control Group ◽  
Probe Design ◽  
Students With Learning Disabilities ◽  
Control Group Design ◽  
Professional Literature ◽  
Students With Ld ◽  
Multiple Probe ◽  
And Control

This study evaluated the effects of a strategy intervention designed to teach students with learning disabilities (LD) how to understand, identify, discuss, and transform ineffective beliefs. Multiple-probe and control-group designs were employed simultaneously and in combination. The 23 students with learning disabilities who participated in the study were randomly divided into two groups, experimental and control. The BELIEF Strategy, a strategy based on the professional literature, expert advice, and practice, was taught to the experimental group. The multiple-probe design was utilized to demonstrate students' mastery of the BELIEF Strategy. The results indicate that students with LD can be taught to apply the BELIEF Strategy. The control-group design was used to compare the performance of students who learned the BELIEF Strategy to that of students who did not learn the strategy. All analyses indicated that students who learned the strategy performed the strategy steps significantly better and had more knowledge of the strategy than students who did not participate in the instruction. Students reported satisfaction with certain aspects of the training but not with others. The results support the conclusion that students with LD can be taught skills associated with examining present beliefs and specifying new beliefs.

Exploring the Efficacy of Online Strategy Instruction for Improving the Reading Abilities of Students with Learning Disabilities

2012 ◽  
Vol 27 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Nancy S. Fitzgerald ◽  
Susan P. Miller ◽  
Kyle Higgins ◽  
Tom Pierce ◽  
Dick Tandy
Keyword(s):  
Learning Disabilities ◽  
Oral Reading ◽  
Word Identification ◽  
Strategy Instruction ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Reading Abilities ◽  
Multiple Probe ◽  
Identification Strategy

The purpose of this study was to investigate the effect of using online modules to teach The Word Identification Strategy (Lenz, Schumaker, Deshler, & Beals, 2007) to elementary and middle school students with learning disabilities in reading. The five participants in this multiple probe across participants study were enrolled in an online charter school and received their instruction via the school's Internet-based platform. Baseline, intervention, and maintenance data revealed that all five participants improved in the area of oral reading. Additional standardized and curriculum-based pre- and posttest measures revealed improvements related to oral reading, comprehension, and use of the strategy. Implications for teaching The Word Identification Strategy within an online context are discussed and recommendations for future research in this area are provided.

Development and Validation of a Classroom Assignment Routine for Inclusive Settings

1996 ◽  
Vol 19 (3) ◽  
pp. 163-177 ◽  
Author(s):  
Joyce A. Rademacher ◽  
Jean B. Schumaker ◽  
Donald D. Deshler
Keyword(s):  
Learning Disabilities ◽  
Comparison Group ◽  
Students With Learning Disabilities ◽  
High Quality ◽  
Assignment Completion ◽  
Inclusive Settings ◽  
Multiple Probe ◽  
Development And Validation ◽  
Classroom Assignment

This study had two purposes: (a) to identify the characteristics of high-quality classroom assignments and how they are best explained, as indicated by teachers, students with learning disabilities (LD), and students without LD; and (b) to determine the effects of training teachers to use an assignment completion routine based on these characteristics. Multiple-probe and comparison-group designs were used in combination to show the effects of learning the routine on the teachers' planning, explanation, and evaluation of assignments. Results indicated that the teachers initially performed few of the behaviors associated with the assignment characteristics and explanation factors, but could effectively be taught to use them in an assignment completion routine with their students.

Small-Group Instruction for Students with Learning Disabilities: Observational and Incidental Learning

1992 ◽  
Vol 58 (4) ◽  
pp. 357-368 ◽  
Author(s):  
Marie C. Keel ◽  
David L. Gast
Keyword(s):  
Learning Disabilities ◽  
Time Delay ◽  
Small Group ◽  
Incidental Learning ◽  
Constant Time Delay ◽  
Constant Time ◽  
Probe Design ◽  
Group Instruction ◽  
Students With Learning Disabilities ◽  
Fifth Grade Students

This study evaluated the effectiveness and efficiency of constant time delay (a near errorless learning procedure) in a small-group instructional arrangement. Three fifth-grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words. A multiple-probe design across behaviors (word sets) was used to evaluate the procedure. Following instruction on each word set, students were assessed on their ability to recognize their own target words, recognize observational words, spell both target and observational words, and define both target and observational words. The results indicated that the constant time-delay procedure was reliably implemented and was effective in establishing criterion-level performance for all students with extremely low error percentages.

Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students With Learning Disabilities

2017 ◽  
Vol 38 (3) ◽  
pp. 181-192 ◽  
Author(s):  
Emily Sharp ◽  
Minyi Shih Dennis
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Strategy Instruction ◽  
Future Research ◽  
Cognitive Strategy Instruction ◽  
Students With Learning Disabilities ◽  
Intervention Package ◽  
Word Problem Solving ◽  
Drawing Strategy

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem–solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction in drawing bar diagrams to represent problem components. Results suggest the intervention package was effective for improving the fraction word problem solving of students with learning disabilities and that effects were maintained 2 and 4 weeks after intervention. Implications of these findings and indications for future research are discussed.

A Literature Review of Academic Interventions for College Students With Learning Disabilities

2018 ◽  
Vol 41 (3) ◽  
pp. 159-169 ◽  
Author(s):  
Wen Zeng ◽  
Song Ju ◽  
Casey Hord
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Postsecondary Education ◽  
Relevant Literature ◽  
Strategy Instruction ◽  
Academic Interventions ◽  
Students With Learning Disabilities ◽  
Student Centered ◽  
Students With Ld ◽  
Support Students

The number of students with learning disabilities (LD) enrolling in postsecondary education has increased rapidly over the past decade. It is imperative to investigate what interventions have been used to assist students with LD in achieving academic success. To examine the interventions currently used to support students with LD in postsecondary education, the authors reviewed the relevant literature from 2000 to 2016. Four primary types of interventions were identified from 12 articles: assistive technology, direct assistance, strategy instruction, and comprehensive support program. The findings indicate that the student-centered approach is an important characteristic of current academic interventions for students with LD in postsecondary education. The authors also provide implications for researchers and practitioners for improving postsecondary interventions on students with LD.

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