Intervention Research in Learning Disabilities

351 Pages·1990·7.944 MB·English

by  Kenneth A. Kavale (auth.), Thomas E. Scruggs, Bernice Y. L. Wong (eds.)

Intervention Research in
Learning Disabilities
Thomas E. Scruggs Bernice Y.L. Wong
Editors
Intervention Research in
Learning Disabilities
With 23 Illustrations
Springer-Verlag New York Berlin Heidelberg
London Paris Tokyo Hong Kong
Thomas E. Scruggs Bernice Y. L. Wong
Special Education Faculty of Education
Purdue University Simon Fraser University
West Lafayette, Indiana 47907 Burnaby, British Columbia V5A 1S6
USA Canada
Library of Congress Cataloging-in-Publication Data
Intervention research in learning disabilitiesrrhomas E. Scruggs,
Bernice Y.L. Wong, editors.
p. cm.
Based on a symposium on intervention research held at Purdue University.
Includes bibliographical references.
ISBN-l3: 978-1-4612-8002-6
1. Learning disabilities-Congresses. 2. Learning disabled youth-Education
Congresses. I. Scruggs, Thomas E., 1948-
II. Wong, Bernice Y.L.
LC4704.I59 1990
371.9-dc20 90-33001
Printed on acid-free paper
© 1990 Springer-Verlag New York Inc.
Softcover reprint of the hardcover 1s t edition 1990 .
All right reserved. This work may not be translated or copied in whole or in part without the
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ISBN-l3: 978-1-4612-8002-6/1989 $0.00 + 0.20
Typeset by Asco Trade Typesetting, Ltd., Hong Kong.
9 8 7 6 5 432 1
ISBN-13: 978-1-4612-8002-6 e-ISBN-13: 978-1-4612-3414-2
DOl: 10.1007/978-1-4612-3414-2
Preface
This book is based on the Symposium on Intervention Research, spon
sored by the Division for Learning Disabilities (DLD) of the Council for
Exceptional Children, and held on the campus of Purdue University. The
Division's purpose in sponsoring this symposium was to bring together a
number of the most prominent researchers in learning disabilities to share
ideas and discuss critical issues in intervention research. Over an eight
hour period, many of the authors of this volume discussed a wide variety of
issues, from theoretical to practical, and gained from one another impor
tant insights on the present and future conduct of such research. The Sym
posium concluded with an additional two days of open panel discussions
and individual presentations of the primary research interests of the parti
cipants. We believe that those presentations represent the state of the art
in effective intervention research with learning disabled individuals. The
individual contributions in this volume reflect admirably the wealth of
novel ideas and information presented at that Symposium.
Prior to the Purdue Symposium, DLD had sponsored a previous sym
posium, held in Salt Lake City, which included such topics as models and
theories, assessment, eligibility, and public policy. These proceedings were
published by College Hill as Research in Learning Disabilities: Issues and
Future Directions, edited by Sharon Vaughn and Candace Bos. Although
this and other scholarly volumes have recently appeared in the area of
learning disabilities, the Executive Board of DLD felt (rightly, we think)
that it was time to sponsor a work solely devoted to intervention research
in learning disabilities. We hope readers will enjoy, as we have, the wealth
of practical, relevant, and scholarly ideas contained in these pages.
This volume is organized into four parts: Issues, Academic Interven
tions, Social and Behavioral Interventions, and Post-Secondary Interven
tions. After each of the first three sections, a section of commentary has
been included, by each of the editors, and by Barbara Keogh, of the Uni
versity of California-Los Angeles, who generously offered to comment on
the third part. The fourth part, on post-secondary intervention, is repre
sented by a single chapter, and we therefore did not include a written
commentary.
v
vi Preface
We would like to thank the authors for agreeing to spend three days at
Purdue for what resulted in a very exciting and productive meeting, and
sharing with us, in their chapter contributions, their most recent research
findings. We would also like to thank the Executive Board of the Division
for Learning Disabilities for its sponsorship and wholehearted support for
this project. We would like to thank the staff at Springer-Verlag for their
professional support and encouragement; and Rick Brigham, Jeff Bakken,
and Susie Anders, for their editorial assistance. Finally, we would like to
dedicate this volume to all children, adolescents, and adults with learning
disabilities, in the hope that this book may represent another positive step
toward the amelioration of this perplexing condition.
Thomas E. Scruggs
Bernice Y.L. Wong
Contents
Preface v
Contributors IX
Part I Issues in Intervention Research
Chapter 1 Variances and Verities in Learning Disability
Interventions 3
Kenneth A. Kavale
Chapter 2 Instruction Derived from the Strategy Deficit
Model: Overview of Principles and Procedures 34
H. L. Swanson
Commentary Foundations of Intervention Research 66
Thomas E. Scruggs
Part II Academic Interventions
Chapter 3 Strategy Instruction Is Often Insufficient:
Addressing the Interdependency of Executive and
Attributional Processes 81
Andrea K. Groteluschen, John G. Borkowski, and
Catherine Hale
Chapter 4 Enhancing Academic Performance with
Mnemonic Instruction 102
Margo A. Mastropieri and
Barbara J. Mushinski Fulk
Chapter 5 Content Enhancement: A Model for Promoting
the Acquisition of Content by Individuals with
Learning Disabilities 122
B. Keith Lenz, Janis Bulgren, and Pamela Hudson
Chapter 6 Interactive Teaching and Learning:
Instructional Practices for Teaching Content and
Strategic Knowledge 116
Candace S. Bos and Patricia L. Anders
Vll
viii Contents
Chapter 7 Unraveling the Mysteries of Writing Through
Strategy Instruction 186
Carol Sue Englert
Commentary Signposts to Future Directions in Learning
Disabilities Intervention Research 224
Bernice Y. L. Wong
Part III Social and Behavioral Interventions
Chapter 8 Self-Recording of Attending to Task: Treatment
Components and Generalization of Effects 235
John Wills Lloyd and Timothy J. Landrum
Chapter 9 Social Skills Training with Learning Disabled
Children and Adolescents: The State of the Art 263
Tanis Bryan and John Lee
Chapter 10 Why Social Skills Training Doesn't Work:
An Alternative Model 279
Sharon Vaughn, Ruth McIntosh, and Anne Hogan
Chapter 11 The Use of Schema in Research on the Problem
Solving of Learning Disabled Adolescents 304
Joanna P. Williams
Commentary The Effectiveness of Social and Behavioral
Interventions 322
Barbara K. Keogh
Part IV Postsecondary Interventions
Chapter 12 Intervention Effectiveness at the Postsecondary
Level for the Learning Disabled 329
Susan A. Vogel and Pamela B. Adelman
Index 345
Contributors
Pamela B. Adelman, Barat College, Director of Learning Opportunities
Program, Department of Education, Lake Forest, Illinois, 60045, USA
Patricia L. Anders, Division of Language, Reading, and Culture, Univer
sity of Arizona, Tucson, Arizona 85721, USA
John J. Borkowski, Department of Psychology, University of Notre Dame,
Notre Dame, Indiana 46556, USA
Candace S. Bos, Division of Special Education and Rehabilitation,
University of Arizona, Tucson, Arizona 85721, USA
Tanis Bryan, Department of Special Education, University of Illinois,
Chicago, Illinois 60680, USA
Janis Bulgren, Institute for Research on Learning Disabilities, The
University of Kansas, Lawrence, Kansas 66045-2342, USA
Carol Sue Englert, Department of Counseling. Educational Psychology
and Special Education, Michigan State University, East Lansing, Michi
gan 48824-1034, USA
Barbara J.M. Fulk, Department of Educational Studies, SCC-E, Purdue
University, West Lafayette, Indiana 47907, USA
Andrea K. Groteluschen, Institute of Child Development, University of
Minnesota, Minneapolis, Minnesota 55455, USA
Catherine Hale, University of Puget Sound, Psychology Department, 1500
N. Warner, Tacoma, Washington 98416, USA
Anne Hogan, Department of Education, University of Miami, Coral
Gables, Florida 33124, USA
Pamela Hudson, Department of Special Education. Utah State University,
Logan, Utah 84322, USA
Kenneth A. Kavale, Division of Special Education, Lindquist Center,
University of Iowa, Iowa City, Iowa 52242, USA
Barbara K. Keogh, Graduate School of Education, University of Califor
nia, Los Angeles, California 90024, USA
Timothy Landrum, Curry School of Education, University of Virginia,
Charlottesville, Virginia 22903-2495, USA
John Lee, Department of Special Education, University of Illinois,
Chicago, Illinois 60680, USA
ix
x Contributors
B. Keith Lenz, Institute for Research on Learning Disabilities, The
University of Kansas, Lawrence, Kansas 66045-2342, USA
John Wills Lloyd, Curry School of Education, University of Virginia,
Charlottesville, Virginia 22903-2495, USA
Margo A. Mastropieri, Department of Educational Studies, SCC-E,
Purdue University, West Lafayette, Indiana 47907, USA
Ruth McIntosh, Department of Education, University of Miami, Coral
Gables, Florida 33124, USA
Thomas E. Scruggs, Department of Educational Studies, SCC-E, Purdue
University, West Lafayette, Indiana 47907, USA
H. Lee Swanson, Department of Educational Psychology, University of
British Columbia, Vancouver, British Columbia V6T125 , Canada
Sharon Vaughn, Department of Education, University of Miami, Coral
Gables, Florida 33124, USA
Susan A. Vogel, Department of Special Education, Eastern Michigan
University, Ypsilanti, Michigan 48197, USA
Joanna P. Williams, Teachers College, Columbia University, New York,
New York 10027, USA
Bernice Y.L. Wong, Faculty of Education, Simon Fraser University,
Burnaby, British Columbia V5A 1S6, Canada
Part I Issues in Intervention
Research