The Efficacy of Function-Based Interventions for Students with Learning Disabilities Who Exhibit Escape-Maintained Problem Behaviors: Preliminary Results from a Single-Case Experiment

2003 ◽  
Vol 26 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Mack D. Burke ◽  
Shanna Hagan-Burke ◽  
George Sugai
Keyword(s):  
Learning Disabilities ◽  
Reading Instruction ◽  
Problem Behaviors ◽  
Single Case ◽  
Behavioral Assessment ◽  
Preliminary Evidence ◽  
Functional Behavioral Assessment ◽  
Single Subject ◽  
Students With Learning Disabilities ◽  
Academic Tasks

This single-subject experiment explored the use of functional behavioral assessment to develop an intervention plan for a third-grade student with a learning disability, who exhibited high rates of problem behaviors during reading instruction. A functional analysis of the subject's behaviors revealed a relation between his problem behaviors and the nature of the academic tasks presented during reading instruction. The results provide preliminary evidence to support the use of functional behavioral assessment to influence instructional planning designed to improve the behaviors of students who exhibit escape-maintained problem behaviors related to academic tasks. The results are of particular relevance as researchers continue to explore effective interventions that support students with learning disabilities.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

Culturally Responsive Reading Instruction for Students With Learning Disabilities

2017 ◽  
Vol 53 (3) ◽  
pp. 153-162 ◽  
Author(s):  
Lefki Kourea ◽  
Lenwood Gibson ◽  
Robai Werunga
Keyword(s):  
Learning Disabilities ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Learning Needs ◽  
Students With Learning Disabilities ◽  
Environmental Support ◽  
Students With Ld ◽  
Context Specific

As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students’ learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and linguistically diverse background. This article analyzes three main domains of culturally responsive reading instruction for students with LD: (a) instructional delivery, (b) environmental support, and (c) curriculum context. Specific strategies and teaching tools are described in each domain to assist teachers in making their daily reading instruction more culturally responsive and relevant to the needs of their students.

The Use of Computer-Assisted Instruction to Improve the Reading Comprehension of Students With Learning Disabilities: An Evaluation of the Evidence Base According to the What Works Clearinghouse Standards

2017 ◽  
Vol 38 (4) ◽  
pp. 233-245 ◽  
Author(s):  
Min Kyung Kim ◽  
John William McKenna ◽  
Yujeong Park
Keyword(s):  
Learning Disabilities ◽  
Comparison Group ◽  
Single Case ◽  
Evidence Base ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Students With Learning Disabilities ◽  
What Works ◽  
What Works Clearinghouse ◽  
Assisted Instruction

The purpose of this study was to investigate the evidence base for using computer-assisted instruction (CAI) to improve the reading comprehension of students with learning disabilities (LD). Twelve peer-reviewed studies (seven comparison group studies, five single-case studies) met selection criteria and were evaluated according to the relevant What Works Clearinghouse (WWC) procedures and standards. Results showed that seven studies (five comparison group and two single-case studies) met WWC standards with or without reservations. Key instructional features employed in CAI studies meeting the WWC standards without reservations included practice opportunities, self-correction and immediate corrective feedback, teacher-directed instruction, and contingencies for enhancing student motivation and engagement. Implications for future research and suggestions for using quality indicators to improve the rigor of future CAI investigations are discussed.

Effectiveness of Comprehension Strategies Mobile App (COSMA) on Reading Comprehension Performances of Students With Learning Disabilities

2021 ◽  
pp. 016264342110135
Author(s):  
Ahmet Bilal Özbek ◽  
Cevriye Ergül
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Reading Skills ◽  
Positive Impact ◽  
Mobile App ◽  
Comprehension Strategies ◽  
Single Subject ◽  
Students With Learning Disabilities ◽  
Multiple Choice Tests ◽  
Experimental Process

The aim of this study is to investigate the effectiveness of the Comprehension Strategies Mobile App (COSMA) on the reading comprehension performance of students with learning disabilities. Four students with learning disabilities (three boys, one girl) participated in the study. The experimental process of the study was carried out according to the multiple baseline across participants model of single-subject experimental designs. Reading comprehension performance of students was assessed with multiple-choice tests and retells. Students’ use of strategies was evaluated with on-task metacognitive interviews. Findings showed that COSMA has a positive impact on students’ reading comprehension performances. It was determined that the students’ motivation to use the mobile app was high, the opinions of families and teachers of the software were positive and they observed an increase in students’ reading skills. Findings are discussed further.

Promises and Cautions regarding Using Response to Intervention with English Language Learners

2007 ◽  
Vol 30 (3) ◽  
pp. 213-218 ◽  
Author(s):  
Diane Haager
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Response To Intervention ◽  
Reading Instruction ◽  
Language Learners ◽  
English Language ◽  
Special Issue ◽  
Students With Learning Disabilities ◽  
Future Directions ◽  
Key Points

This article provides a commentary on issues regarding the use of response to intervention (RTI) with English language learners (ELLs). The commentary draws on current literature on reading instruction, ELLs, RTI, and students with learning disabilities and highlights key points from the articles in this special issue. The discussion includes future directions for research.

The Combined Classroom Model for Serving Elementary Students with and without Behavioral Disorders

1996 ◽  
Vol 21 (3) ◽  
pp. 241-248 ◽  
Author(s):  
Michael Flicek ◽  
Cristy Olsen ◽  
Robyn Chivers ◽  
Christopher J. Kaufman ◽  
Jeffrey A. Anderson
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Teaching Assistants ◽  
Parent Satisfaction ◽  
Teacher Ratings ◽  
Students With Learning Disabilities ◽  
General Education Teacher ◽  
Academic Year

This report describes the combined classroom model (CCM) that was implemented for one academic year in a pilot classroom that served approximately 28 students, 3 students with emotional and behavioral disorders (EBD), 6 students with learning disabilities (LD), and 19 students without disabilities, in grades 4 and 5. Staff included a general education teacher, a resource teacher, and three teaching assistants. Data corroborating the viability of the CCM, including student and parent satisfaction are presented. Finally, teacher ratings indicated that the problem behaviors of students with EBD were within a normative level the last 2 months of the academic year.

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