Samantha Dietz

Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students With Learning Disabilities

The purpose of the study was to improve mathematical problem solving for middle school students with learning disabilities by implementing a research-based instructional program in inclusive general education math classes. A total of 40 middle schools in a large urban district were matched on state assessment performance level (low, medium, and high performing) and socioeconomic status. One school from each pair was randomly assigned to the intervention condition, and one eighth grade math teacher participated at each school (n = 40). Because of attrition at the outset, 24 schools completed the study (8 intervention, 16 comparison). The intervention, Solve It!, a research-based cognitive strategy instructional program, was implemented for 7 months, and periodic progress monitoring was conducted. A cluster-randomized design was used, and the data were consistent with a three-level model in which repeated measures were nested within students and students were nested within schools. The results indicated that students who received the intervention (n = 319) showed significantly greater growth in math problem solving over the school year than students in the comparison group (n = 460) who received typical classroom instruction. Moreover, the intervention effects did not differ for students with learning disabilities, low-achieving students, and average-achieving students. Thus, the findings were positive and support the efficacy of the intervention when implemented by general education math teachers in inclusive classrooms.

Evaluating the Evidence Base for Cognitive Strategy Instruction and Mathematical Problem Solving

This review considers both the content and methodologies of 5 single-subject and 2 group experimental design studies investigating the effects of cognitive strategy instruction on the mathematical problem solving of students with disabilities, using quality indicators proposed by Horner et al. (2005) and Gersten et al. (2005). Findings indicated that the research base of both single-subject and group experimental studies did not meet the methodological criteria to support cognitive strategy instruction as an evidence-based practice for improving mathematical problem solving of students with disabilities. The shortcomings identified in the empirical literature supporting cognitive strategy instruction, however, can be addressed in future intervention studies bearing in mind the quality indicators and standards for determining evidence-based practices.

A Longitudinal Study of Depressive Symptomology and Self-Concept in Adolescents:

The purpose of the study was to investigate the trajectories of depressive symptomology and self-concept in adolescents between the ages of 13 and 17 and to determine whether primary school teacher ratings of adaptive and maladaptive behavior predict self-reported depressive symptoms and self-concept in adolescence. This study is part of an ongoing longitudinal study of a school-based sample of students representing a continuum of risk for developing emotional and behavioral disorders (EBD; N = 212). Results indicated a strong relationship between depressive symptoms and self-concept for both initial status and growth over time (i.e., depressive symptoms decreased, whereas self-concept improved). No effect was found for gender on initial status or growth for either construct. However, for self-concept, the growth trajectory indicated a significant effect for risk classification (not at risk, at risk no special education placement, at risk special education placement). Compared with the other classification groups, adolescents in special education at risk for EBD showed a significant decrease in self-concept after age 15, a markedly different trajectory from their peers. Additionally, high internalizing behavior was associated with more depressive symptoms and lower self-concept. Finally, early teacher ratings of adaptive behavior were predictive of both initial status and growth for depressive symptoms, but only initial status for self-concept. Implications for depression prevention and intervention among children and adolescents are discussed.

Modern Alternatives for Dealing with Missing Data in Special Education Research

Missing data are a pervasive problem in special education research. The purpose of this chapter is to provide researchers with an overview of two “modern” alternatives for handling missing data, full information maximum likelihood (FIML) and multiple imputation (MI). These techniques are currently considered to be the methodological “state of the art”, and generally provide more accurate parameter estimates than the traditional methods that are still common in published educational studies. The chapter begins with an overview of missing data theory, and provides brief descriptions of some traditional missing data techniques and their requisite assumptions. Detailed descriptions of FIML and MI are given, and the chapter concludes with an analytic example from a longitudinal study of depression.

Attention Deficit Hyperactivity Disorder Comorbid With Emotional and Behavioral Disorders and Learning Disabilities in Adolescents

This study examined in depth a group of adolescents (n = 12) who were identified as having attention deficit hyperactivity disorder (ADHD). The group was identified as part of a longitudinal study of students who were screened in primary school as at risk for developing emotional and behavioral disorders (EBD) and peers who were identified as not at risk in secondary school (N = 165). The prevalence of ADHD comorbid with EBD and learning disabilities (LD) was investigated. Teacher ratings of behavior on the Behavior Assessment System for Children (Reynolds & Kamphaus, 1992) were used to identify students with ADHD and/or EBD. For LD identification, students met criteria on at least 1 of 5 models for identifying LD. The study also investigated gender differences as well as differences between students with and without ADHD on several school variables (e.g., achievement, ability). Results indicated that 12 students (7.3%) of the sample met the criteria for ADHD identification. More girls than boys with ADHD were identified (a ratio of 3:1). Within the ADHD group, 7 students met criteria for comorbid ADHD/EBD, and a range of 1 to 6 students met criteria for comorbid ADHD/EBD/LD, depending on the model used to identify LD. Students with ADHD scored more poorly than students without ADHD across all school variables. Implications for early and appropriate identification and intervention for students with ADHD are discussed, particularly for girls with ADHD who may be underidentified.

Measuring Multidimensional Subjective Well-Being with the I COPPE Scale in a Hispanic Sample

ABSTRACT The purpose of this study was to provide initial validity evidence for measuring multidimensional subjective well-being in a Hispanic sample with the Interpersonal, Community, Occupational, Physical, Psychological, Economic (I COPPE) Scale. Participants were 641 English-speaking adults who self-identified as Hispanic. Bi-factor analyses were used to evaluate (a) the a priori measurement theory for responses to the I COPPE Scale and (b) convergent relationships of the seven I COPPE subjective well-being factors with scores from established comparison instruments. There was evidence that (a) the a priori hypothesized measurement theory for responses to the I COPPE Scale emerged in an exploratory bi-factor analysis and (b) the I COPPE subjective well-being factors exhibited convergent relationships with scores from comparison instruments. Use of the I COPPE Scale to derive multidimensional measures of subjective well-being may be of potential utility to future research in the interdisciplinary study of human movement and in a diversity of populations in which health disparities may exist.