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Descriptors:
Learning Disabilities; Intervention; Control Groups; Best Practices; Mental Retardation; Self Determination; Adolescents; High School Students; Special Education; Behavior Disorders; Youth; School Districts; Evaluation

Abstract:
Promoting the self-determination of adolescents with disabilities has become best practice in secondary education and transition services, but to date there have been no studies establishing a causal relationship between efforts to promote self-determination and enhancement of the self-determination of youth with disabilities. This article reports a randomized trial placebo control group study of 371 high school students receiving special education services under the categorical areas of mental retardation or learning disabilities. Students were randomly assigned to an intervention or control group (by high school campus), with students in the intervention condition receiving multiple instructional components to promote self-determination. Latent growth curve analysis showed that although all students in the study showed improved self-determination over the 3 years of the study, students in the intervention group showed significantly greater growth, though specific intraindividual variables affected this growth. Implications for research and intervention are discussed. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Learning Problems; Mathematics Education; Inclusion; Intervention; Learning Disabilities; Problem Solving; Educational Change; Researchers; Meta Analysis; Word Problems (Mathematics); Standards; Educational Research

Abstract:
Following a meta-analysis study conducted by Y. P. Xin and A. Jitendra (1999), the authors carried out a follow-up meta-analysis of word problem-solving interventions published from 1996 to 2009 for students with learning problems in mathematics. The authors examined the influence of education reforms as moderator variables on intervention effects, including inclusive movement, response to intervention model, standard movement, and mathematics education reform. The researchers analyzed 29 group-design studies and 10 single-subject-design studies that met the criteria for inclusion. Separate analyses were performed for group-design studies and single-subject studies using standardized mean change and percentage of nonoverlapping data (PND), respectively. The overall mean-weighted effect size (d) and PND for word problem-solving instruction were positive across the group-design studies (d = 1.848) and single-subject studies (PND = 95%). Implications for policymakers and researchers were discussed within the contexts of inclusive education, standard based movement, the response to intervention model, and mathematics education reform. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Attention Deficit Hyperactivity Disorder; Learning Disabilities; Adolescents; Short Term Memory; Psychomotor Skills; Writing (Composition); Correlation; Cognitive Processes; Regression (Statistics); Productivity; Symptoms (Individual Disorders); Intervention; Attribution Theory; Coding

Abstract:
We examined written expression performance in a sample of adolescents with ADHD and subthreshold ADHD using two different strategies: examining performance on standardized measures of written expression and using other indicators of written expression developed in this study. We examined associations between standardized measures of written expression, cognitive processing measures (working memory, processing speed, language, fine motor ability, and reading efficiency) and behavioral ratings of ADHD by parents and teachers. We also developed a coding scheme for a writing sample to measure productivity and the ratio of self-corrections to errors. The results indicated that written expression performance was most consistently associated with cognitive processing measures and not behavioral ratings of ADHD, based on correlational and simultaneous regression analyses. These results were consistent in the analyses with both the standardized measures and the coding scheme measures of written expression. Findings generally remained robust, regardless of whether participants who met criteria for a learning disability were included or excluded in the analyses. The current results suggest that written expression difficulties in adolescents with ADHD are attributable to processing difficulties that may be associated with ADHD, not to ADHD reported symptoms. Implications for assessment and intervention are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Disabilities; Educational Strategies; Intervention; Educational Research; Special Education; Individual Differences; Journal Articles; Periodicals; Research Methodology; Inclusion; Textbooks; Content Analysis

Abstract:
Intervention research in special education tends to rely on comparisons of mean differences to determine instructional strategies that "work" for students with disabilities. This reliance on mean differences obscures individual variation that is always present in educational research. This paper examines the degree to which individual variation is acknowledged in reports of intervention research published in four leading learning disabilities journals over a five-year period. It was found that, although there was considerable variance present in intervention studies published in these journals, this variability was often unacknowledged. This paper concludes with suggestions for how researchers might acknowledge variance in their research. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Fluency; Visual Impairments; Learning Disabilities; Behavior Disorders; Goal Orientation; Autism; Reading Difficulties; Meta Analysis; Outcomes of Treatment; Models; At Risk Students; Elementary School Students; Secondary School Students; Special Education; Reinforcement; Phonology; Pronunciation; Tutoring; Word Recognition; Statistical Significance; Mild Mental Retardation; Gender Differences; Racial Differences; Placement; Statistical Analysis

Abstract:
The authors sought to (a) identify interventions that immediately increased the oral reading fluency of students with or at risk for disabilities, (b) estimate to what extent these gains maintained over time, and (c) evaluate whether particular characteristics of students (e.g., gender, disability status) predicted their response to fluency interventions. We used multilevel modeling to meta-analyze results from 44 single-participant studies involving 290 students. Results indicated that goal setting immediately increased fluency, and this gain continued over time. Word-level training was largely ineffective. Students with some types of disabilities (i.e., those with behavioral disorders or autism) responded significantly less well to interventions targeting fluency than did students with other types of disabilities (i.e., those with learning disabilities or visual impairments) and so may require more intensive and individualized fluency interventions. (Contains 3 figures, 2 tables, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Head Injuries; Brain; Language Skills; Meta Analysis; Children; Adolescents; Learning Disabilities; Language Impairments; Student Placement; Academic Achievement; Special Education; Statistical Analysis

Abstract:
Expanding on Babikian and Asarnow's (2009) meta-analytic study examining neurocognitive domains, this current meta-analysis examined academic and language outcomes at different time points post-traumatic brain injury (TBI) in children and adolescents. Although children with mild TBI exhibited no significant deficits, studies indicate that children with moderate and severe TBI exhibit persistent deficits. In children with moderate TBI, academic skills were impaired both postacutely and chronically, although there were no deficits in language skills at any time point. Children with severe TBI showed the most impairment, with deficits in all measured areas, and partial recovery in some domains over time. The results of this meta-analysis may have important implications for school reentry, academic placement, and identifying children who require special services in school. (Contains 3 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Middle School Students; Adolescents; Reading Difficulties; Middle School Teachers; Reading Programs; Intervention; Reading Achievement; Scores; Program Evaluation; Fidelity; Program Effectiveness; Reading Fluency; Vocabulary; Reading Comprehension; Reading Strategies; Age Differences; Adjustment (to Environment); Evidence; Cognitive Development; Cognitive Processes; Difficulty Level

Abstract:
Researchers studied components of a two-year school-wide Striving Readers intervention aimed at bolstering middle school teachers' use of literacy strategies to raise students' reading achievement. Although students of intervention teachers had significantly higher Iowa Test of Basic Skills (ITBS) scores than students of non-participating teachers, no evidence was found that suggested relationships existed among teachers' fidelity of implementation (FOI), observed cognitive demand level of classroom lessons, and students' performance on the ITBS. Higher cognitive demand and FOI ratings were associated with use of more literacy strategies overall, and comprehension strategies in particular. Study implications, limitations and areas for future research are discussed. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Student Attitudes; Adolescents; Cognitive Processes; Secondary School Students; Questionnaires; Technological Literacy; Cognitive Ability; Cognitive Development; Cognitive Style; Adolescent Attitudes; Knowledge Level; Familiarity; Mass Media Use; Minimum Competencies; Foreign Countries; Generational Differences

Abstract:
Digital competences amongst the younger generations and the role of schools faced with the spread of new youth practices are topics of increasing interest. Some commentators state that, thanks to the intensive use of digital media, young people are developing significant competences that also correspond to important cognitive processes and new learning styles. However, other authors emphasize that there is no evidence about the positive impact of new technological practices on the development of significant cognitive abilities. In this paper we present a research study carried out in Italian schools on adolescents' (aged 14-16) digital competence. On the basis of a preliminary theoretical model, a digital competence questionnaire was formulated and subsequently administered to a sample of secondary school students. The aim was to verify whether adolescents' digital skills are limited to simple technical aspects or expand beyond them including a range of more significant knowledge and skills related to a conceptual understanding of technology, socio-relational knowledge and high-order cognitive skills. Like other studies, this research shows that when attention is shifted from strictly technical aspects to critical cognitive and socio-ethical dimensions involved in the use of technologies, students' knowledge and competences result inadequate. The authors conclude that the optimistic portrayal of younger generations' digital competences is poorly founded. Furthermore, it is pointed out that understanding students' digital competence levels through fast assessment tools is a fundamental opportunity for schools to analyse deficiencies and prepare adequate intervention strategies. (Contains 1 figure and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Identification; Learning Disabilities; Special Education; Response to Intervention; Best Practices; Professional Associations; Special Education Teachers; Federal Legislation; Educational Legislation; Intervention

Abstract:
The Individuals with Disabilities Education Act (2004) has had substantial influence on special education in general and the field of learning disabilities in particular. Since its reauthorization in 2004, ongoing regulatory efforts have been underway to determine its operationalization and implementation. Of particular concern to those involved in the educational process (i.e., special educators, school psychologists, families, advocates) are the guidelines for identifying children with specific learning disabilities (SLD), including the use of Response to Intervention (RTI). In this article, some of the most relevant and controversial issues associated with the use of RTI for the identification of SLD are detailed. We discuss how SLD is conceptualized in terms of identification approaches and classification criteria and present position statements of special education professional associations on the changes to the federal SLD definition and identification criteria. Finally, we summarize proposed resolutions to the seemingly irreconcilable differences identified throughout the article. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Disabilities; Accuracy; Grade 5; Mathematics Achievement; Low Achievement; Experiments; Thinking Skills; Mathematics Instruction; Mathematics Education; Pretests Posttests; Intervention; Special Education; Mathematics; Mathematics Skills; Elementary School Students

Abstract:
This study explored how a teaching experiment, which taught double counting with a constructive task assignment according to an ongoing assessment, helped students with mathematics difficulties develop their multiplicative reasoning skills. The participants were two fifth graders with math learning disabilities and one at risk. A micro-genetic approach with a single-participant design was used. Investigators coded and analyzed four strategies the children used. Results showed that unitary counting was dominant during the baseline sessions. During the teaching experiment, a great increase in the use of double counting and an obvious decrease in the use of unitary counting was observed. The participants' improvement in problem-solving accuracy on the posttest validated their strategic development. Implications are discussed in the context of employing strategic changes as a measure for assessing students' academic achievement and interventions for helping children adopt advanced strategies. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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