Kathleen J. Marshall

Self-Recording during Group Instruction: Effects on Attention to Task.

The effects of self-monitoring on attention to task during small-group instruction were investigated. Three learning disabled (LD) boys with severe attentional problems were taught to self-monitor their on-task behavior while participating in oral reading tasks. A reversal design demonstrated marked increases in attention to task for all three students. The higher levels of on-task behavior were maintained during two subsequent phases in which external components of the self-monitoring procedure were withdrawn. The results indicate that self-monitoring procedures can be effectively employed during oral, small-group instruction, and that positive behavioral changes can be maintained over a period of time following the gradual fading of external, procedural components.

A comparison of the effects of self-versus teacher-assessment of on-task behavior

The relative reactivity of self-versus teacher-assessment of a childs on-taks behavior during self-monitoring was compared for a learning disabled boy exhibiting severe attentional problems. Both procedures increased on-task behavior over baseline conditions, but self-assessment was significantly superior to teacher-assessment. Both procedures also increased the number of correct addition problems completed, but were not different statistically. Results are discussed in terms of the theoretical question “Is the ‘self’ important in self-monitoring?” and the practical question “Is self-assessment more cost-effective than teacher-assessment in terms of teacher time and student performance?”

Effects of the Keyword Mnemonic Strategy on Vocabulary Acquisition and Maintenance by Learning Disabled Children

Sixty-four 12-year-old students identified as learning disabled poor readers were participants in a study designed to test the efficacy of using an imposed keyword strategy to teach 50 word meanings. Based on a measure of receptive language, 32 students with “high” and 32 with “low” receptive vocabularies were assigned randomly to one of four conditions: keyword-image, picture context, sentence-experience context, or control. Seven learning disabilities teachers were responsible for instructing all four methods to appropriate students. Vocabulary items were presented 10 at a time over a 5-week period, and definition recall was assessed during four time phases on a multiple-choice test. Results of the three-way ANCOVA indicated that keyword condition students significantly outperformed students assigned to all other conditions. In addition, students taught via the keyword method recalled significantly more word meanings during the initial time phase and maintained significantly higher levels of vocabulary achievement 10 weeks after treatment had ended.

Restructuring of Mainstream Sociometry with Learning Disabled and Nonhandicapped Students.

Sociometric ratings assigned by and to 50 elementary school students with learning disabilities and 50 nonhandicapped elementary school students (in matched pairs) were compared in this study. In addition, traditional sociometric status applied to social impact and social preference was also examined. Results showed that the matched pairs did not differ significantly in assigned status to their peers, but differed significantly in acceptance and rejection received from their shared classmates. Students with learning disabilities and nonhandicapped students differed significantly in social preference, but not in social impact.

Increasing Induction-Level Teachers' Positive-to-Negative Communication Ratio and Use of Behavior-Specific Praise through E-Mailed Performance Feedback and Its Effect on Students' Task Engagement.

The purpose of this study was to examine the effects of e-mailed specific performance feedback that included progress monitoring graphs on induction-level teachers’ ratios of positive-to-negative communication behaviors and their use of behavior-specific praise in classrooms for students with emotional and behavioral disorders, mild intellectual disabilities, and learning disabilities. We also examined the effects of teachers’ communication behavior on students’ academic task engagement. Results indicate that the e-mailed performance-feedback intervention increased teachers’ use of positive communication behaviors and decreased their use of negative communication behaviors. These effects resulted in higher positive-to-negative ratios. Furthermore, the teacher praise became more behavior-specific for academic and social behaviors, and students’ level of task engagement improved and became more stable.

BI-DIRECTIONAL AND CROSS-CATEGRICAL SOCIAL STATUS OF LEARNING DISABLED, BEHAVIORALLY DISORDERED, AND NONHANDICAPPED ADOLESCENTS:

Assigned and received social status of mildly learning disabled, mildly behaviorally disordered, and nonhandicapped high school students was examined. Twenty-two subjects in each group were equated on several demographic variables, and a rating scale sociometric instrument was administered in regular physical education classes that enrolled at least 1 exceptional student. Results indicated that the mildly-handicapped and nonhandicapped samples differed from a larger nonhandicapped population in several aspects of bi-directional social status. In cross-categorical comparisons of assigned social status, the diree groups did not differ significantly. With regard to cross-categorical received status, however, the comparison groups varied widely. Findings are discussed with regard to similarities and differences among mildly handicapped individuals, and the need to consider all aspects of their social interrelations.

Postsecondary Education Programs for Students With an Intellectual Disability: Facilitators and Barriers to Implementation

Financial, legislative, and philosophical support for postsecondary education (PSE) programs for individuals with intellectual disability has resulted in great increases in the number of such programs across the country. Directors of new PSE programs have few research-based guidelines to provide direction for integrating programs within colleges or universities. In this study, we survey administrators of PSE programs for individuals with intellectual disability across the United States in order to identify perceptions of supports and barriers encountered during program development. We also investigated if these supports or barriers changed over time or varied according to type of program. Results suggest that most perceived barriers and supports, with the exception of funding issues, improved over time. Further, there was a significant difference in perceived support from six of the nine identified institutions of higher education IHE collaborative partners from the inception of the program to the present time.

A Collaborative Metacognitive Training Model for Special Education and Regular Education Teachers.

In this article, a metacognitive model designed to promote cooperative instruction among regular education and special education preservice teachers is described. The model includes opportunities for cooperative prelesson planning and postlesson evaluations by the prospective teachers, as well as the actual delivery of instruction to groups of children with learning difficulties. Preliminary data obtained during the first year of the program implementation are presented and discussed. Specific information includes the extent and quality of cooperative planning, instruction, and evaluation during service delivery.

Positive Behavior Supports: Tier 2 Interventions in Middle Schools

School personnel are using Schoolwide Positive Behavior Supports in public schools throughout the United States. A number of studies have evaluated the universal level, or Tier 1, of Schoolwide Positive Behavior Supports. In this study, the authors describe and analyze the interventions offered as options for use for Tier 2 in middle schools reported by a nationwide sample of Schoolwide Positive Behavior Support contacts. They also examine the methods used to evaluate the success of those interventions. They used a short survey for gathering the responses. The results suggest that although school personnel attempt to implement a variety of interventions, they continue to need assistance in identifying the best interventions for this level. Researchers need to conduct studies to find methods for evaluating the implementation of Tier 2 interventions.

Navigating University Policies to Support Postsecondary Education Programs for Students With Intellectual Disabilities

Many colleges across the country are now broadening their mission to promote educational opportunities to an increasingly diverse population that includes individuals with intellectual and developmental disabilities (ID/DD). As a result, postsecondary education programs for students with ID/DD are emerging across the United States. While these programs grow, it is important that colleges and universities consider various university policies. In this article, the authors address critical considerations and discussion points to help guide college and university professionals and administration to ensure smooth program development. Specifically, the authors address three issues: (a) participant eligibility and admission, (b) access to academic and nonacademic services, and (c) area of liability. Guiding questions and recommendations for policy and practice are also provided.