http://www.Nichcy.org/RSS feed from Nichcy - ResearchCopyright 2007-2008 Sumit RawatRSSviaXmlTextWriter v1.0http://www.nichcy.org/Research/pages/Default.aspxNo DescriptionTue, 27 Jan 2009 20:50:05 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/Default.aspx<div id="ctl00_PlaceHolderMain_ctl02__ControlWrapper_RichHtmlField" style="display:inline"> <p class=content>NICHCY's online Evidence for Education modules and downloadable PDF's explore the best evidence-based practices education has to offer. What sort of information will you find here? First, you'll find an easy-to-read review of educational research relating to specific academic or behavioral interventions. You'll also find practical examples of the topic at hand. Finally, you'll find connections to more detailed resources to assist you in moving the research into practice.</p></div>Mon, 08 Dec 2008 02:12:52 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/PowerOfStrategyInstruction.aspxStrategy Instruction is a powerful student-centered approach to teaching that is backed by years of quality research. This module presents a brief overview of the foundations of strategy instruction followed by a number of well-researched examples of strategy instruction in practice.Wed, 05 Aug 2009 17:37:20 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/PowerOfStrategyInstructionEarlyStudiesOfTheGoodLearner.aspxNo DescriptionMon, 08 Dec 2008 02:12:53 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/PowerofStrategyInstructionSIM.aspxNo DescriptionWed, 05 Aug 2009 17:46:41 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/PowerofStrategyInstructionSIMLiteracy.aspxNo DescriptionMon, 08 Jun 2009 11:28:51 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/PowerofStrategyInstructionSRSD.aspxNo DescriptionMon, 08 Dec 2008 02:12:53 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/test2.aspxNo DescriptionMon, 08 Dec 2008 02:12:53 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/Introduction.aspxNo DescriptionMon, 08 Dec 2008 02:12:53 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/PowerofStrategyIstructionCombiningSIwithDI.aspxNo DescriptionMon, 08 Dec 2008 02:12:53 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/PowerofStrategyInstructionPromiseBeyondLD.aspxNo DescriptionMon, 08 Dec 2008 02:12:53 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/PowerofStrategyInstructionConclusion.aspxNo DescriptionThu, 26 Feb 2009 10:32:03 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/AccomodationsIntro.aspx<p><span class=content>What accommodations are appropriate for which students? How do accommodations affect students’ learning and their performance on tests? This <em>Evidence for Education</em> addresses these and other questions and explores the research base in this area. Commentary from education professionals and examples from the field are included to highlight practical tools and resources designed to help educators and families determine appropriate accommodations for students with disabilities.</span></p>Mon, 08 Dec 2008 02:12:54 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/Accomodations2.aspxNo DescriptionMon, 08 Dec 2008 02:12:54 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/Accommodations3Deciding.aspxNo DescriptionMon, 08 Dec 2008 02:12:54 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/AccommodationsTypes.aspxNo DescriptionMon, 08 Dec 2008 02:12:55 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/AccomodationsWhat Does.aspxNo DescriptionMon, 08 Dec 2008 02:12:55 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/AccomodationsAlternateAssessments.aspxNo DescriptionMon, 08 Dec 2008 02:12:55 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/AccomodationsProgressMonitoring.aspxNo DescriptionMon, 08 Dec 2008 02:12:55 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/AccomodationsConclusion.aspxNo DescriptionMon, 08 Dec 2008 02:12:55 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/AccomodationsReferences.aspxNo DescriptionMon, 08 Dec 2008 02:12:56 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/MathEffectiveInstruction.aspxWhat do we do when disability affects a student’s ability to learn math skills? That’s the reality for literally millions of students in our schools; certain disabilities <em>do </em>add to the challenge of learning an already challenging subject. Therefore, what the research has to say about effective math instruction for students with disabilities is a vital tool in the hands of school personnel responsible for designing and delivering math programming. This publication offers just such research-based tools and guidance to teachers, administrators, and families.Thu, 29 Jan 2009 13:03:28 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/SocialSkillsIntro.aspxThis publication will first clarify what we mean when we talk about social skills and explore their impact on behavior and academics. Then we’ll take a look at what the research has to say about social skills interventions and programs for children with disabilities. This <em>Evidence for Education </em>will wrap up with examples of interventions that can be applied in both classroom and home settings. Mon, 08 Dec 2008 02:12:56 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/MathAdvisoryPanels.aspxNo DescriptionMon, 08 Dec 2008 02:12:56 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/MathDisabilitiesAchievement.aspxNo DescriptionMon, 08 Dec 2008 02:12:56 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/MathApproachesThatImproveResults.aspxNo DescriptionMon, 08 Dec 2008 02:12:58 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/MathExplicitSystematicInstruction.aspxNo DescriptionMon, 08 Dec 2008 02:12:58 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/MathSelfInstruction.aspxNo DescriptionMon, 08 Dec 2008 02:12:58 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/MathPeerTutoring.aspxNo DescriptionMon, 08 Dec 2008 02:12:58 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/MathVisualRepresentations.aspxNo DescriptionMon, 08 Dec 2008 02:12:58 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/MathPuttingResearchtoWork.aspxNo DescriptionMon, 08 Dec 2008 02:12:58 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/MathGlossary.aspxNo DescriptionMon, 08 Dec 2008 02:13:04 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/MathReferences.aspxNo DescriptionThu, 26 Feb 2009 10:07:24 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/SocialSkillsWhatAreThey.aspxNo DescriptionMon, 08 Dec 2008 02:13:04 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/SocialSkillsResearch.aspxNo DescriptionMon, 08 Dec 2008 02:13:04 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/SocialSkillsGroup1Beginning.aspxNo DescriptionMon, 08 Dec 2008 02:13:04 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/SocialSkillsPuttingProgramsIntoPractice.aspxNo DescriptionWed, 01 Apr 2009 11:16:18 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/SocialSkillsConclusion.aspxNo DescriptionMon, 08 Dec 2008 02:13:05 GMThttp://www.nichcy.org/Research/EvidenceForEducation/pages/SocialSkillsReferences.aspxNo DescriptionMon, 08 Dec 2008 02:13:05 GMThttp://www.nichcy.org/Research/Basics/pages/Default.aspxLearn all about education research:  how it's conducted, how to read and understand a research article, sources of research on special education and disabilities, which research you can trust, and where to find it. Mon, 08 Dec 2008 02:12:48 GMThttp://www.nichcy.org/Research/Basics/pages/MakingSense.aspxWhen you read a research article, you're likely to run across descriptions of how the researchers analyzed the data they collected. In order to understand what the authors are trying to say, you need to understand their lingo. This <em>Connections</em> page can help you do just that. Mon, 08 Dec 2008 02:12:49 GMThttp://www.nichcy.org/Research/Basics/pages/Disabilities.aspxHere are a few educational research connections you might find useful as you plan and deliver services to children with specific disabilities such as AD/HD, learning disabilities, or autism. Mon, 08 Dec 2008 02:12:49 GMThttp://www.nichcy.org/Research/Basics/pages/WhatWorks.aspxThis NICHCY <i>Connections</i> page takes a look at an array of topics in education and the research we have on each. We've focused primarily on published meta-analyses and syntheses that add up the evidence to date on effective practice in each area.Thu, 26 Feb 2009 09:56:08 GMThttp://www.nichcy.org/Research/Basics/pages/WeighingInfo.aspx<p>As we rely more and more on the Internet for information, and as we seek to base our decisions upon research evidence, it's important to consider the information, and its source, through the lens of a cautious consumer. But how do we do that? The resources listed below will hopefully shed light on the <em>"how"</em> of weighing information, as well as the <em>"why."</em></p>Mon, 08 Dec 2008 02:12:50 GMThttp://www.nichcy.org/Research/Basics/pages/Start.aspxThis page of resources is designed as a "Starter Kit" to research in general and the special education field in particular.Mon, 08 Dec 2008 02:12:50 GMThttp://www.nichcy.org/Research/Basics/pages/Research101.aspx<p class=content>There's high-quality, well-designed, noteworthy research, and then...there's research that may have serious flaws in its design, conclusions, or generalizability to other students or settings. How do you tell the difference? <span class=content>These <i>Research Connections</i> are intended to help you do just that. These resources lay down the basics--what makes for good research, what good researchers consider when they do their work, and what we, as consumers and decision makers, need to keep in mind when we review research and base decisions upon it.</p></span>Mon, 08 Dec 2008 02:12:50 GMThttp://www.nichcy.org/Research/Basics/pages/Research102.aspxThis Research 102 page takes a look at some basic research processes for adding up the evidence from individual studies and drawing bigger conclusions---about patterns and trends in what works and what doesn't. You can use this page in combination with the other offerings in our ever-growing collection of pages designed to make sense of research.Mon, 08 Dec 2008 02:12:50 GMThttp://www.nichcy.org/Research/Basics/pages/Roadmap.aspxResearch isn't always under R--at least not at NICHCY. But sometimes it is! To help you find research information on our Web site and in our publications, we've prepared this "Research Roadmap," which is, essentially, a map of where to go and what you'll find, research-wise, when you get there. We hope this will make it easy as 1, 2, 3 to find the research-based information you're looking for.Tue, 27 Jan 2009 20:51:42 GMThttp://www.nichcy.org/Research/Basics/pages/SearchWidget.aspxNo DescriptionSat, 09 May 2009 11:41:59 GMThttp://www.nichcy.org/Research/Summaries/pages/Default.aspx<span class=content>More and more these days parents, educators, and policy makers are asking what the research evidence has to say about working with children who have disabilities. What classroom strategies, behavioral supports, and other educational interventions have strong foundations in scientific research to inform and guide practice? We're pleased to offer you connections to quality research and will be continually adding resources to our research collection. </span>Mon, 08 Dec 2008 02:13:06 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract1.aspxThe 2003 <em>Handbook of Learning Disabilities</em> is an edited compendium of contributions from over 55 of the leading scholars involved in learning disabilities (LD) research. Contributing authors were charged with reviewing the major theoretical, methodological, and instructional advances that have occurred in the LD field over the last 20 years. This particular article on direct instruction appears as Chapter 24 in the 4th section of the book, "Formation of Instructional Models."Mon, 08 Dec 2008 02:13:07 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract2.aspxA meta-analysis examining effects of school-based interventions for children and adolescents with attention-deficit hyperactivity disorder (AD/HD) was undertaken with 63 outcome studies. Gives separate analysis for studies employing between-subject, within-subject, and single-subject experimental designs. Reports positive and significant overall mean-effect sizes for dependent measures of behaviors across all three experimental designs.Mon, 08 Dec 2008 02:13:07 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract3.aspxA meta-analysis of supplemental, adult-instructed, one-to-one reading interventions for elementary students at risk for reading failure was conducted. Reading outcomes for 42 samples of students (N= 1,539) investigated in 29 studies reported between 1975 and 1998 had a mean weighted effect size of 0.41 when compared with controls. Interventions that used trained volunteers or college students were highly effective. For Reading Recovery interventions, effects for students identified as discontinued were substantial, whereas effects for students identified as not discontinued were not significantly different from zero. Two studies comparing one-to-one with small-group supplemental instruction showed no advantage for the one-to-one programs.Mon, 08 Dec 2008 02:13:07 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract4.aspxA literature search identified 39 studies assessing modality preferences and modality teaching. The studies, involving 3,087 disabled and nondisabled elementary/secondary level subjects, were quantitatively synthesized. Subjects receiving differential instruction based on modality preferences exhibited only modest gains.Mon, 08 Dec 2008 02:13:07 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract5.aspxSixty-four single-subject studies examining the effectiveness of social skills interventions with preschool, elementary, and secondary-level students with emotional or behavioral problems were included in this synthesis. The results of quantitative synthesis procedures using percentage of non-overlapping data suggest that social skills interventions have limited empirical support for their overall effectiveness. Implications for future social skills research and quantitative analysis methodology are discussed.Mon, 08 Dec 2008 02:13:07 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract6.aspxTeachers need access to research-based practices that target children who are low performing or at risk of failure. This research synthesis addresses the research question: What are effective instructional strategies that can be used in classrooms to assist low-achieving students? To answer this question, the synthesis looks at evidence supporting the use of 5 strategies to help low-achieving students meet standards: cognitively oriented instruction, heterogeneous grouping structures, tutoring, peer tutoring, and computer-assisted instruction. This section of the report (Chapter 6) synthesizes research on the "peer tutoring" classroom strategy.Mon, 08 Dec 2008 02:13:08 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract7.aspxResearch on the effectiveness of school-based programs for preventing or reducing aggressive behavior was synthesized with a meta-analysis. Changes in aggressive behavior between pretest and posttest were analyzed for developmental patterns and characteristics associated with differential effects. Control groups showed little change in aggressive behavior, but there were significant reductions among intervention groups. Most studies were conducted on demonstration programs; the few studies of routine practice programs showed much smaller effects. Among demonstration programs, positive outcomes were associated with a variety of study, subject, and intervention characteristics. Most notably, higher risk youth showed greater reductions in aggressive behavior, poorly implemented programs produced smaller effects, and different types of programs were generally similar in their effectiveness, other things equal. [ABSTRACT FROM AUTHOR]Mon, 08 Dec 2008 02:13:08 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract8.aspxThis article systematically reviews the available research on rational emotive behavioral therapy (REBT) with children and adolescents. Meta-analytic procedures were applied to 19 studies that met inclusion criteria. The overall mean weighted effect of REBT was positive and significant. Weighted z<sub>r</sub> effect sizes were also computed for five outcome categories: anxiety, disruptive behaviors, irrationality, self-concept, and grade point average. In terms of magnitude, the largest positive mean effect of REBT was on disruptive behaviors. Analyses also revealed the following noteworthy findings: (a) there was no statistical difference between studies identified low or high in internal validity; (b) REBT appeared equally effective for children and adolescents presenting with and without identified problems; (c) nonmental health professionals produced REBT effects of greater magnitude than their mental health counterparts; (d) the longer the duration of REBT sessions, the greater the impact, and (e) children benefited more from REBT than adolescents. The findings are discussed in terms of several important limitations along with suggestions for future research.Mon, 08 Dec 2008 02:13:08 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract9.aspxProvides a synthesis of word-problem-solving intervention research with samples of students with learning problems. The effectiveness of word-problem-solving instruction in 25 outcome studies was examined across student characteristics (e.g., grade, IQ); instructional features (e.g., intervention approach, treatment length); methodological features; skill maintenance; and generalization components. The overall mean weighted effect size and percentage of nonoverlapping data for word-problem-solving instruction were positive across the group-design (GD) studies and single-S studies. In addition, positive effects for skill maintenance and generalization were found for GD and single-S studies. Computer-assisted instruction was found to be most effective for GD studies. Effects for representation techniques and strategy training were found to be significantly higher than the "other" approach for both GD and single-S studies. Long-term intervention effects were significantly higher than short- or intermediate-term interventions for GD studies, whereas both long-term and intermediate treatments were seen to be more effective than short-term treatments for single-S studies. Other significant effects found for GD studies are reported. (PsycINFO Database Record (c) 2004 APA, all rights reserved)Mon, 08 Dec 2008 02:13:08 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract10.aspxReviewed 36 outcomes studies that used cognitive and/or behavioral treatment to reduce impulsivity in children. Treatments included self-statement modification, reinforcement contingencies, modeling, strategy training, problem-solving training, and numerous treatment combinations. Subjects were all described as impulsive but varied in clinical diagnosis, including attention-deficit disorder, hyperactivity disorder, conduct disorder, behavior disorder, and learning disability. Other subjects were labeled as non-self-controlled or as having behavior problems. Meta-analytic techniques showed that interventions for impulsivity were associated with improvements of approximately 1/3 to 3/4 of a standard deviation relative to untreated control subjects. Treated subjects fell close to normative group means both before and after treatment.Mon, 08 Dec 2008 02:13:09 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract11.aspxThis research analyzed the combined results of 3 meta-analyses that examined the extent to which a variety of measures of specific abilities related to reading. More than 450 studies were reviewed, and almost 11,000 different coefficients were analyzed. The best predictors of reading proved to be other written language abilities (i.e., abilities involving print). The implications were: (1) Professionals interested in improving literacy skills should focus on teaching written language abilities such as print awareness and book handling, letters, phoneme-letter correspondences, word recognition, alphabet knowledge, and comprehension; and (2) the current interest in the role of nonprint abilities in reading such as phonological awareness, rapid naming, intelligence, and memory might be overemphasized. (PsycINFO Database Record (c) 2004 APA, all rights reserved)(journal abstract)Mon, 08 Dec 2008 02:13:09 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract12.aspxWhether computer-assisted instruction (CAI) can improve reading achievement of students has been a crucial question addressed by many studies in the past. This meta-analysis reviewed 17 research studies based on students in grades K-12 and revealed that CAI does have a positive effect on reading achievement.Mon, 08 Dec 2008 02:13:09 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract13.aspxPresents results of a meta-analysis of 13 studies published during the period 1963-1997 concerning writing interventions for students with learning disabilities. All examined studies included at least 1 overall measure of student writing quality. Results show that the reviewed interventions consistently produced strong effects on the quality of students’ writing as well as students’ sense of efficacy and understanding of the writing process. Most interventions adhered to the framework of the 3 basic steps of planning, writing, and revising. Findings suggest that teaching the conventions of writing genres and extensive teacher or peer feedback concerning writing quality should be part of any comprehensive instructional program.Mon, 08 Dec 2008 02:13:09 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract14.aspxOnly since the late 1980s has there been sufficient special education research published that meta-analyses and syntheses can be conducted. In this volume, seven sets of authors grapple with synthesizing the knowledge base on an array of critical topics in the field of special education. Anyone who has attempted a meta-analysis or a comprehensive research synthesis is aware of how formidable a task it is. Issues that seem relatively easy or straightforward when described in a textbook are usually extraordinarily intricate and perplexing when put into practice. Every decision, from defining the target population to exclusion criteria for studies, invariably opens up a can of worms. Where one expects many studies, often there are few. And where relatively few are expected, there are often far too many to be able to synthesize properly. <p>Each of these chapters represents years of work and, often, struggle. We believe the effort and the occasional agonies are reflected in the depth of insight provided in each of the chapters. Four of the research teams use meta-analysis as their major analytic tool. Three of the meta-analyses deal with learning disabilities. Batya Elbaum, Sharon Vaughn, Marie Hughes, Sally Watson Moody, and Jeanne Shay Schumm synthesize what we now know about effective instructional grouping practices for reading. Doug Fuchs, Lynn S. Fuchs, Patricia G. Mathes, and Mark W. Lipsey examine differences between students classified as learning disabled and other low-achieving students on a range of academic performance measures. They also discuss policy implications. H. Lee Swanson reviews the entire corpus of instructional research on learning disabilities in order to discern underlying principles of effective teaching and instructional design. (From the Preface of <em>Contemporary Special Education Research</em>)</p>Mon, 08 Dec 2008 02:13:09 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract15.aspxOnly since the late 1980s has there been sufficient special education research published that meta-analyses and syntheses can be conducted. In this volume, seven sets of authors grapple with synthesizing the knowledge base on an array of critical topics in the field of special education. Anyone who has attempted a meta-analysis or a comprehensive research synthesis is aware of how formidable a task it is. Issues that seem relatively easy or straightforward when described in a textbook are usually extraordinarily intricate and perplexing when put into practice. Every decision, from defining the target population to exclusion criteria for studies, invariably opens up a can of worms. Where one expects many studies, often there are few. And where relatively few are expected, there are often far too many to be able to synthesize properly. Each of these chapters represents years of work and, often, struggle. <p>We believe the effort and the occasional agonies are reflected in the depth of insight provided in each of the chapters. Four of the research teams use meta-analysis as their major analytic tool. Three of the meta-analyses deal with learning disabilities. Batya Elbaum, Sharon Vaughn, Marie Hughes, Sally Watson Moody, and Jeanne Shay Schumm synthesize what we now know about effective instructional grouping practices for reading. Doug Fuchs, Lynn S. Fuchs, Patricia G. Mathes, and Mark W. Lipsey examine differences between students classified as learning disabled and other low-achieving students on a range of academic performance measures. They also discuss policy implications. H. Lee Swanson reviews the entire corpus of instructional research on learning disabilities in order to discern underlying principles of effective teaching and instructional design. (From the Preface of <em>Contemporary Special Education Research</em>) </p>Mon, 08 Dec 2008 02:13:10 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract16.aspxThe purpose of this study was to synthesize research on the effects of interventions to improve the mathematics achievement of students considered low achieving or at risk for failure. Meta-analytic techniques were used to calculate mean effect sizes for 15 studies that met inclusion criteria. Studies were coded according to 5 categories of mathematics interventions, and effect sizes were examined on a study-by-study basis within each of these categories. Results indicated that different types of interventions led to improvements in the mathematics achievement of students experiencing mathematics difficulty, including the following: (a) providing teachers and students with data on student performance; (b) using peers as tutors or instructional guides; (c) providing clear, specific feedback to parents on their children’s mathematics success; and (d) using principles of explicit instruction in teaching math concepts and procedures.Mon, 08 Dec 2008 02:13:10 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract17.aspxThe relationship between cognitive-behavioral interventions/therapies (the intervention) and dropout outcomes and violent verbal or physical aggression (the outcomes) for secondary-aged youth with disabilities was explored in this systematic review. A total of 16 studies intervening with 791 youth with behavioral disorders, attention deficit/hyperactivity disorders, and learning disabilities were reviewed. The findings of this review strongly support the efficacy of the use of cognitive-behavioral interventions across educational environments, disability types, ages, and gender in the reduction of dropout and correlates of dropout. A series of more detailed implications for practice are suggested as well as directions to the reader to locate more detailed descriptions of how these interventions might be implemented in their secondary educational environments.Mon, 08 Dec 2008 02:13:10 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract18.aspxDetails meta-analysis of 64 intervention studies measuring the effect of school-based interventions for students with learning disabilities. Discusses findings that middle school students benefited most from interventions and that the type of interventions that were most effective differed by grade levels. Presents results of a meta-analysis of studies of 64 interventions published during the period 1975-1997 concerning the effects of school-based interventions on self-concept of students with learning disabilities (LD). Results show that middle school students generally benefited more from interventions than did elementary or high school students. The type of intervention that was most effective differed for students at different grade levels. Whereas counseling interventions were more effective than other types of interventions for middle and high school students with LD, the most effective interventions for elementary students with LD were those dealing with students’ academic skills. Interventions exerted more effects on students’ academic self-concept than on other dimensions of self-concept.Mon, 08 Dec 2008 02:13:10 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract19.aspxThe Handbook of Learning Disabilities (LD) is an edited compendium comprised of contributions from over 55 of the leading scholars involved in LD research. Contributing authors were charged with reviewing the major theoretical, methodological, and instructional advances that have occurred in the field over the last 20 years. This particular article appears as Chapter 20 in the 3rd section of the book, "Effective Instruction."Mon, 08 Dec 2008 02:13:10 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract20.aspxTest accommodations for special education (SP) and limited English proficient (LEP) students have attracted much attention recently, because proper accommodations promote inclusion and allow students to perform optimally. A meta-analysis of 30 research studies found empirical evidence supporting the position that, with appropriate accommodations, SP and LEP students can increase their scores on standardized achievement tests. Compared to conditions of no accommodation, students increased their scores by an average of 0.16 standard deviation. Relative to general education students, accommodated SP and LEP students demonstrated an average accommodation advantage of 0.10 standard deviation. Interpretations of these average effects require careful analyses because of the variety of accommodations, the specific status of the students, and the varying implementations of the accommodations. Providing additional time or unlimited time is the most frequently investigated accommodation. Other accommodations investigated were assistive devices, presentation formats, response formats, test settings, radical accommodations, and combinations of accommodations. Age did not seem to be a factor; elementary and postsecondary students benefited from accommodations. Narrative descriptions are given of the situations in which positive and negative effects of accommodation appear to emerge. An appendix lists and summarizes the studies analyzed. (Contains 63 references.) (ERIC: Author/SLD)Mon, 08 Dec 2008 02:13:10 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract21.aspxPrevious research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group-design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks.Mon, 08 Dec 2008 02:13:11 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract22.aspxThis report presents the reports of the subgroups of the National Reading Panel, which was charged by Congress to assess the status of research-based knowledge, including the effectiveness of various approaches to teaching children to read. Each of the chapters 2 through 6 contains its own executive summary and appendices in addition to the report of the subgroup. Chapter 1, Introduction and Methodology, discusses the processes applied to the selection, review, and analysis of research relevant to reading instruction. Chapter 2, Alphabetics, contains sections on phonemic awareness instruction and phonics instruction. Chapter 3 addresses reading fluency. Chapter 4 addresses comprehension (containing sections on vocabulary instruction, text comprehension instruction, and teacher preparation and comprehension strategies instruction). Chapter 5 presents the report of the subgroup on teacher education and reading instruction. Chapter 6 addresses computer technology and reading instruction. The report concludes with a minority view that argues the report of the panel neither responds to its charge nor meets the needs of America’s schools.Mon, 08 Dec 2008 02:13:11 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract23.aspxThis literature review examines whether verifiable evidence supports the supposition that early interventions result in better child developmental outcomes than later interventions for disadvantaged children with disabilities. First, existing reviews of the literature on the "earlier is better" supposition were examined. Second, a meta analysis on a database of articles that allowed exploration of the concept of early intervention was conducted. Finally, research reports which directly attempted to address the "earlier is better" supposition were reviewed. The paper concludes there is mild evidence to support the belief that earlier interventions lead to better outcomes for children with disabilities or from disadvantaged backgrounds. The evidence to support this claim is not overwhelming, however, and other intervention factors (such as location of services and severity of child risk) interact with the factor of starting age. Relatively little research was found which was designed to adequately and directly answer the "earlier is better" supposition.Mon, 08 Dec 2008 02:13:11 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract24.aspxStudents with special needs are increasingly being served in the general education classroom. Co-teaching is one service delivery option designed to meet those needs. The purpose of this article is to synthesize data-based articles pertaining to co-teaching between general and special education personnel. Of 89 articles reviewed, only 6 provided sufficient quantitative information far an effect size to be calculated. Effect sizes for the individual studies ranged from low (0.24) to high (0.95), with an average total effect size of 0.40. Dependent measures were varied and included grades, achievement scores, and social and attitudinal outcomes. Results indicate that further research is needed to substantiate that co-teaching is an effective service delivery option for students with disabilities.Mon, 08 Dec 2008 02:13:11 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract25.aspxThis article presents results of a meta-analysis of 58 studies of mathematics intervention for elementary students with special needs. Studies in preparatory mathematics, basic skills, and problem solving were reviewed. Duration and method of instruction proved important. Direct instruction and self-instruction were more effective than mediated instruction. Computer assisted instruction and peer tutoring showed smaller effects than other approaches.Mon, 08 Dec 2008 02:13:11 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract26.aspxPresents a meta-analysis of 53 studies from the past 15 yrs on social skills training or intervention for children with learning disabilities (LDs). Although social skills deficits seem to be characteristic of children with LDs, such deficits appear highly resistant to treatment. Across the 53 studies analyzed, the training mean effect size obtained was only .211, with very few differences among teachers, peers, or children who judged effectiveness of training. Children with LDs seemed the most impressed with their social skills after training. However, peers without LDs tended to view the same results as significantly less positive. Teacher impressions were modest regarding the impact of training on overall social adjustment and almost negligible regarding intervention for such problems as conduct disorders or hyperactivity. Among all 3 groups, actual social interaction was rated among the least improved skills. (PsycINFO Database Record (c) 2004 APA, all rights reserved)Mon, 08 Dec 2008 02:13:12 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract27.aspxReviewed 36 outcomes studies that used cognitive and/pr behavioral treatment to reduce impulsivity in children. Treatments included self-statement modification, reinforcement contingencies, modeling, strategy training, problem-solving training, and numerous treatment combinations. Subjects were all described as impulsive, but varied in clinical diagnosis, including attention-deficit disorder hyperactivity disorder, conduct disorder, behavior disorder, and learning disability. Other subjects were labeled as non-self-controlled, or behavior problem. Meta-analytic techniques showed that intervention for impulsivity were associated with improvements of approximately one third to three quarters of a standard deviation relative to untreated control subjects. Treated subjects fell close to normative group means both before and after treatment.Mon, 08 Dec 2008 02:13:12 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract28.aspxProviding students an appropriate level of challenge, called the instructional level, is an important component of effective instruction. Research regarding the optimal ratio of known to unknown items for drill tasks has been inconsistent. The author of the current article conducted an empirical meta-analysis of research on drill ratios by using the following groupings: < 50% known, 50% to 69% known, 70% to 85% known, and 90% known. Fifty-five effect size coefficients were computed, after eliminating outlying data, from 13 articles, with the 3 least challenging ratios resulting in strong mean effects. The most challenging (< 50% known) ratio resulted in a small to moderate effect. A mean effect size of .82 computed for various student outcomes compared to .43 for student preferences. Much stronger effects were also noted for tasks involving acquisition of new skills compared to proficiency tasks. Implications for research and practice are discussed.Mon, 08 Dec 2008 02:13:12 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract29.aspxMeta-analyses of the literature were performed to examine reported relations between children’s interpersonal cognitive problem-solving (ICPS) skills and adjustment and to specify the effects of ICPS training. In general, the relation between ICPS and adjustment appears robust, and interventions yield clear increases in ICPS skills. Intervention effects on behavioral adjustment are found to be somewhat more equivocal; meta-analytic results differ depending on whether behavioral ratings or observations are the dependent variables. Age of subject, source of publication, and expertise of investigator are boundary conditions for the meta-analysis regarding ICPS and adjustment; teacher/child dialogues on ICPS principles in real-life situations, expertise of investigator, source and quality of publication, and length of interventions mediate magnitude of certain intervention effects. Further research is needed where data were sparse, as in follow-up data effects of intervention for various special populations.Mon, 08 Dec 2008 02:13:12 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract30.aspxA synthesis of research on interventions designed to build reading fluency in students with learning disabilities identified 24 studies on various interventions. Results suggested that effective interventions include explicit models of reading fluency, multiple opportunities to read familiar text repeatedly, independently, and with corrective feedback, and use of established performance criteria for increasing text difficulty.Mon, 08 Dec 2008 02:13:12 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract31.aspxThis report presents the reports of the subgroups of the National Reading Panel, which was charged by Congress to assess the status of research-based knowledge, including the effectiveness of various approaches to teaching children to read. Each of the chapters 2 through 6 contains its own executive summary and appendices in addition to the report of the subgroup. Chapter 1, Introduction and Methodology, discusses the processes applied to the s3l3ction, review, and analysis of research relevant to reading instruction. Chapter 2, Alphabetics, contains sections on phonemic awareness instruction and phonics instruction. Chapter 3 addresses reading fluency. Chapter 4 addresses comprehension (containing sections on vocabulary instruction, text comprehension instruction, and teacher preparation and comprehension strategies instruction). Chapter 5 presents the report of the subgroup on teacher education and reading instruction. Chapter 6 addresses computer technology and reading instruction. The report concludes with a minority view that argues the report of the panel neither responds to its charge nor meets the needs of America’s schools.Mon, 08 Dec 2008 02:13:12 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract32.aspxPresents the findings of a meta-analysis involving a sample of children and adolescents who have learning disabilities. Four important findings emerged from the synthesis: <ol> <li>Effect sizes for measures of comprehension were higher when studies included derivatives of both cognitive and direct instruction, whereas effect sizes were higher for word recognition when studies included direct instruction;</li> <li>Effect sizes related to reading comprehension were more susceptible to methodological variation than studies of word recognition;</li> <li>The magnitude of ES for word recognition studies was significantly related to samples defined by cutoff scores (IQ > 85 and reading < 25th percentile), whereas the magnitude of ES for reading comprehension studies was sensitive to discrepancies between IQ and reading when compared to competing definitional criteria; and</li> <li>Instructional components related to word segmentation did not enter significantly into a regression analysis for predicting ES estimates of word recognition beyond an instructional core model, whereas small-group interactive instruction and strategy cuing contributed significant variance beyond a core model to ES estimates of reading comprehension.</li> </ol> Mon, 08 Dec 2008 02:13:13 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract33.aspxAnalyzes the findings from 35 studies investigating the effects of social skills interventions for students with emotional or behavioral disorders (EBD). Many programs designed for children and youth with emotional or behavioral disorders (EBD) include a social skill training component. Using quantitative methods of meta-analysis, the findings from 35 studies investigating the effects of social skill interventions for students with EBD were synthesized. The pooled mean effect size (ES) was 0.199, from which the average student with EBD would be expected to gain a modest eight percentile ranks on outcome measures after participating in a social skill training program. Studies were further grouped and analyzed according to different variables (e.g., similarities of the intervention, participants, and assessment procedures). Slightly greater ESs were found for interventions that focused on teaching and measuring specific social skills (e.g., cooperating, or social problem solving) compared to more global interventions. Several pertinent issues for reviewing the results of this research synthesis are addressed.Mon, 08 Dec 2008 02:13:13 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract34.aspxResearch has shown that peer-mediated interventions produce positive academic outcomes for a wide range of students. The authors of this review examined the effectiveness of peer-mediated interventions on the academic functioning of students with emotional and behavior disorders (EBD). Fourteen studies using cross-age, same-age, classwide peer tutoring, or cooperative learning met the criteria set forth for this review. Findings from these studies indicate peer-mediated interventions were successful across academic subject areas and grade levels. However, the participants and settings used within these studies did not accurately reflect the current EBD population’s ethnic or gender composition or actual classroom placement. Finally, despite the recent growth in the number of students identified with EBD, the number of research studies investigating academic interventions has declined.Mon, 08 Dec 2008 02:13:13 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract35.aspxThis paper reports on a meta-analysis of the research literature on effective teaching models for students with learning disabilities. It concludes that: (a) the most effective models combined components of direct and strategy instruction; (b) 8 major instructional factors captured most intervention programs; and (c) the explicit strategy instruction factor best predicted magnitude of treatment outcomes.Mon, 08 Dec 2008 02:13:14 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract36.aspxThis article summarizes a comprehensive synthesis of experimental intervention studies that have included students with learning disabilities. Effect sizes for 180 intervention studies were analyzed across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. The overall mean effect size of instructional intervention was positive and of high magnitude (M = 0.79). Effect sizes were more positive for a combined model that included components of direct and strategy instruction than for competing models. Interventions that included instructional components related to controlling task difficulty, small interactive groups, and directed responses and questioning of students were significant predictors of effect size, and interventions that varied from control conditions in terms of setting, teacher, and number of instructional steps yielded larger effect sizes than studies that failed to control for such variations. The results are supportive of the pervasive influence of cognitive strategy and direct instruction models for remediating the academic difficulties for children with learning disabilities.Mon, 08 Dec 2008 02:13:14 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract37.aspxInstructional components that positively influence performance of adolescents with learning disabilities are identified based on a comprehensive meta-analysis of 913 intervention studies for students with learning disabilities. While the majority of the intervention programs could be categorized according to 8 instructional factors, only 2 were found to contribute to high effect sizes. These were <em>explicit practice</em> and <em>advanced organization</em>. Instructional components that positively influence performance of adolescents are identified based on a comprehensive meta-analysis of intervention studies for students with learning disabilities. Explicit practice and advanced organization are basic instructional components in a number of successful intervention programs. <p>The purpose of this article is to identify the components of various instructional models that best predicted effect sizes for adolescents with learning disabilities. Three important findings emerged. First, 8 instructional factors (Questioning, Sequencing and Segmentation, Explicit Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect-Teacher Activities (e.g., homework), Technology, and Scaffolding) captured the majority of intervention programs for adolescents with LD. Second, only the organization/explicit factor contributed significant variance (16%) to effect size. This factor included only 2 instructional components: advanced organization and explicit practice. Finally, the single most important instructional component related to high effect sizes was explicit practice (treatment activities related to distributed review and practice, repeated practice, sequenced reviews, daily feedback, and/or weekly reviews).</p> Mon, 08 Dec 2008 02:13:14 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract38.aspxSelf-determination, the combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior, has become an important part of special education and related services for people with disabilities. Research on the outcomes of self-determination interventions has been sparse. In this study, we conducted a comprehensive review of literature and used quantitative methods of meta-analysis to investigate what self-determination interventions have been studied, what groups of individuals with disabilities have been taught self-determination, and what levels of outcomes have been achieved using self-determination interventions. Fifty-one studies were identified that intervened to promote one or more components of self-determination; 22 were included in meta-analyses. The median effect size across 100 group intervention comparisons (contained in 9 studies) was 1.38. In contrast, 13 single subject studies included 18 interventions and produced a median percentage of nonoverlapping data (PND) of 95% with a range of 64% to 100%. Seven of the interventions had a PND of 100%, suggesting strong effects. Although all components of self-determination were reflected in this research, most focused on teaching choice making to individuals with moderate and severe mental retardation or self-advocacy to individuals with learning disabilities or mild mental retardation. The outcomes are discussed regarding the need to demonstrate that self-determination can be taught and learned, and can make a difference in the lives of individuals with disabilities.Mon, 08 Dec 2008 02:13:14 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract39.aspxConventional reviews of research on the efficacy of psychological, educational, and behavioral treatments often find considerable variation in outcomes among studies and, as a consequence, fail to reach firm conclusions about the overall effectiveness of the interventions in question. In contrast, meta-analytic reviews show a strong, dramatic pattern of positive overall effects that cannot readily be explained as artifacts of meta-analytic technique or generalized placebo effects. Moreover, the effects are not so small that they can be dismissed as lacking practical or clinical significance. Although meta-analysis has limitations, there are good reasons to believe that its results are more credible than those of conventional reviews and to conclude that well-developed psychological, educational, and behavioral treatment is generally efficacious.Mon, 08 Dec 2008 02:13:14 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract40.aspxReview of research of between-class and within-class ability grouping on the achievement of elementary students. The review technique--best-evidence synthesis--combines features of meta-analytic and narrative reviews. Overall, the evidence does not support assignment of students to self-contained classes according to ability (median ES = 0.00), but grouping plans involving cross grade assignment for selected subjects can increase student achievement. Research particularly supports the Joplin Plan, cross-grade ability grouping for reading only (median ES = 0.45). Within class ability grouping in mathematics is also found to be instructionally effective (median ES = 0.34). Ability grouping is maximally effective when done for only one or two subjects, with students remaining in heterogeneous classes most of the day; when it greatly reduces student heterogeneity in a specific skill; when group assignments are frequently reassessed; and when teachers vary the level and pace of instruction to students’ needs. Ability grouping appears most effective for specific subjects with students remaining in heterogeneous classes most of the day. Cross-grade assignment for selected subjects can increase achievement.Mon, 08 Dec 2008 02:13:14 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract41.aspxExamined the intensity hypothesis, which states that more intensive early interventions have better outcomes for children with disabilities. Three sources of evidence are analyzed: (1) previous reviews of early intervention research; (2) a meta-analysis that included data from 155 children, providing information on intensity and outcomes; and (3) previously reported experimental studies that compared the effects of different levels of program intensity. Based on these combined sources, there was little evidence indicating that more intensive programs lead to better outcomes for children with disabilities. Some limited support exists indicating that more intensive programs may be beneficial for disadvantaged children. (PsycINFO Database Record (c) 2004 APA, all rights reserved)Mon, 08 Dec 2008 02:13:15 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract42.aspxPresents a meta-analytical review of 49 studies, from 1981 to 1990, on the effect of social competence training (SCT) on 3- to 15-year-olds. Main issues were (a) effectiveness in relation to program type and client characteristics as well as outcome criteria, (b) differential effects, (c) types of long-term effect, and (d) a comparison to other meta-analyses in the field. Results showed that SCT was moderately effective. However, effect sizes were lower than in previous studies. There were specific, characteristic effects for various types of program and on various client groups. Two main problems were identified: First, significant effect sizes were found only when direct goal criteria (e.g., social-cognitive skills) were evaluated, whereas there were few effects on broader constructs (e.g., social adjustment). Second, long-term effects were weak. We concluded that further primary studies are needed on the generalization and maintenance of change.Mon, 08 Dec 2008 02:13:15 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract43.aspxReviewed 48 studies of sight-word research (SWR) from 1980 to 1997 with individuals with disabilities to determine the overall effectiveness of SWR and its impact on individuals with moderate and severe disabilities. Most students had moderate mental retardation (mean IQ=55) and were elementary school students, but a wide age range was represented, including adults. A meta-analysis using the percentage of nonoverlapping data points revealed that sight-word instruction has been highly effective across individuals for people with moderate and severe disabilities. New strategies have included giving instructive feedback for additional learning, applying constant time delay in group formats, and using more elaborate feedback procedures in a post-response prompting format. These innovations also included teaching sight words in the context of the community and in general education classes using either heterogeneous groups or peer tutoring. A persistent limitation of SWR is the failure to measure functional use.Wed, 07 Jan 2009 12:16:41 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract44.aspxResults of this quantitative analysis of empirical evidence related to parent-preschooler reading support the hypothesis that parent-preschooler reading is related to outcome measures such as language growth, emergent literacy, and reading achievement. Book reading apparently affects acquisition of the written language register. (ERIC: SLD)Mon, 08 Dec 2008 02:13:15 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract45.aspxA meta-analysis was conducted to evaluate the success of cognitive-behavioral therapy in reducing disruptive behaviors exhibited by school-age children in a school setting. Twenty-seven articles about studies using cognitive-behavioral therapy and a teacher measure of disruptive behavior were analyzed critically, and appropriate outcome measures were included in the analysis. Meta-analysis of these studies revealed that children who received cognitive-behavioral therapy displayed fewer disruptive behavior problems than did children who did not receive a cognitive-behavioral intervention. Cognitive-behavioral therapy used in conjunction with teacher-implemented contingencies was not found to be more effective in reducing disruptive behavior than cognitive-behavioral therapy alone. Also, no global difference in disruptive behavior was found relative to treatment administered in a school setting as compared to other settings. A difference in level of disruptive behavior was found with respect to the following factors: ethnicity, diagnosis, and socioeconomic status.Mon, 08 Dec 2008 02:13:15 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract62.aspxPresents results of a meta-analysis of studies of 58 interventions published during the period 1963-1997 concerning problem-solving skills for adolescents with learning disabilities. Results show that large effect sizes (ESs) emerged on measures of metacognition and text understanding. Interventions that included instructional components that loaded on factors related to advanced organizers, new content skills, and extended practice contributed significant variance to the magnitude of ES. The magnitude of ES was significantly higher for studies with samples meeting the IQ and reading cutoff criteria of >85 and Mon, 08 Dec 2008 02:13:15 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract63.aspxReviews 25 controlled studies comparing the progress of children with behavioral disorders* in different educational settings. Pupils in self-contained special programs displayed greater improvement in academic achievement than their counterparts in regular classes. However, the reverse pattern applied to changes in self-concept. Findings regarding behavioral improvement were more inconsistent. Follow-up data include enormous fluctuation in the success of special programs in assisting youngsters with behavioral disorders to reintegrate successfully into regular classes. Findings show that youngsters with behavioral disorders require more support than is available to the regular classroom teacher unassisted by at least resource room personnel.Mon, 08 Dec 2008 02:13:16 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract64.aspx <p class=MsoNormal style="margin:0in 0in 0pt"> Presents the selective synthesis of instructional research with children and adolescents with learning disabilities, analyzing studies across instructional domains, sample characteristics, intervention parameters, and sampling procedures. Synthesis indicates that reading is the most researched domain, and intervention studies that produce the highest effect sizes were related to derivations of cognitive and/or direct instruction. </p> <p class=MsoNormal style="margin:0in 0in 0pt">   </p> <p class=MsoNormal style="margin:0in 0in 0pt"> From NASP: </p> <p class=MsoNormal style="margin:0in 0in 0pt"> A Selective Synthesis of Intervention Research for Students with Learning Disabilities" by H. L. Swanson, Cristi Carson, and Carole M. Sachse-Lee </p> <p class=MsoNormal style="margin:0in 0in 0pt"> EDUCATIONAL INTERVENTIONS FOR CHILDREN WITH LEARNING DISABILITIES: H. L. Swanson, Cristi Carson, and Carole Sachse-Lee of the University of California, Riverside, reviewed the results of 78 studies that tested educational interventions for children with learning disabilities. They reported several findings: First, reading is the most widely researched academic area, whereas mathematics interventions are not well researched. Second, interventions that yielded the highest academic gains taught cognitive strategies, followed by those using direct instruction and remedial instruction. Third, the higher the number of intervention sessions per week, the higher the gains in academic functioning. Fourth, cognitive strategy instruction is most effective when taught within an academic domain, rather than as isolated skills. Fifth, the effectiveness of specific strategies may vary as a function the academic domain. That is, Swanson and his colleagues reported that cognitive a strategy instruction and direct instruction are the most effective interventions for teaching reading comprehension: whereas phonetic (decoding) strategy training and remedial instruction are most effective for improving word recognition and spelling skills. Cognitive strategy instruction also is effective for improving communication and language skills. School psychologists are well advised to consider such research findings when making recommendations for students with learning disabilities. </p>Mon, 08 Dec 2008 02:13:16 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract65.aspxThe present meta-analysis reviewed 30 studies comparing child-based cognitive-behavioral therapy (CBT) for antisocial behavior with no-treatment, attention or wait-list control groups. The mean effect size d of CBT interventions was 0.48 (median = 0.26) unweighted and 0.23 weighted at post-treatment. The mean effect size at follow-up was 0.66 (median=0.32) unweighted and 0.51 weighted. Hence, child-based CBT interventions have a small to moderate effect in decreasing antisocial behavior. Study quality was negatively correlated with post-treatment effect size. A trend was found for child age to correlate positively with post-treatment effect size, suggesting that current child-based CBT interventions for antisocial behavior are more effective for adolescents and older elementary-school aged children. Treatment components, number of treatment sessions, session length, session per week, use of a clinical vs. nonclinincal sample, type of control group, source of outcome ratings and publication year were unrelated to treatment efficacy. Future research directions, including the integration of individual training into group therapy and the examination of antisocial behavior subtypes (i.e. reactive vs. proactive), are discussed.Mon, 08 Dec 2008 02:13:16 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract46.aspxThe essential skill of reading, including decoding and comprehension, has not been learned by all. The number of children identified with learning disabilities continues to increase in the United States . Of the identified children, the majority are identified in the area of reading. Educators continue to search for interventions to improve students’ reading skills. One format that has provided promise for students with Learning Disabilities (LD) is computer assisted instruction (CAI). To evaluate the extent to which this promise has been realized, this literature review was conducted. A methodical search of the literature on CAI in reading interventions for students with learning disabilities yielded 17 studies. The studies were evaluated by type of computer instruction (drill and practice, strategy, and simulation) and type of reading intervention (prereading, word recognition, vocabulary/language, and comprehension/higher order thinking skills). Results indicate that most CAI programs in reading for this population employ drill and practice procedures, followed by strategy instruction, then simulation. The area of reading intervention focus was evenly split between word recognition and reading comprehension, followed by language/vocabulary, then prereading skills instruction. In many studies CAI was found to be a medium in which children improved reading skills. Those studies demonstrating significant differences favoring a CAI reading intervention, employed effective teaching practices. Several characteristics of effective practices using CAI are highlighted here. Implications for future research employing CAI for students with disabilities in reading are presented. <strong></strong>Mon, 08 Dec 2008 02:13:17 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract47.aspxThis report reviews experimental studies of reading programs for English language learners, focusing both on comparisons of bilingual and English-only programs and on specific, replicable models that have been evaluated with English language learners. The review method is best-evidence synthesis, which uses a systematic literature search, quantification of outcomes as effect sizes, and extensive discussion of individual studies that meet inclusion standards. The review concludes that while the number of high-quality studies is small, existing evidence favors bilingual approaches, especially paired bilingual strategies that teach reading in the native language and English at the same time. Whether taught in their native language or English, English language learners have been found to benefit from instruction in comprehensive reform programs using systematic phonics, one-to-one or small group tutoring programs, cooperative learning programs, and programs emphasizing extensive reading. Research using longitudinal, randomized designs is needed to understand how best to ensure reading success for all English language learners. (From source)Mon, 08 Dec 2008 02:13:17 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract48.aspxMeta-analysis of 143 effect sizes in 43 studies of adventure programming for adolescents found an overall effect size of 0.31. Summary effect sizes of outcome categories differed significantly among categories, however. Effect size was related to program length and participant age but not to delinquent status. The lack of pertinent information in study descriptions is discussed. (SV)Mon, 08 Dec 2008 02:13:17 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract49.aspxPresents a meta-analysis of 53 studies from the past 15 years on social skills training or intervention for children with learning disabilities (LD). Although social skills deficits seem to be characteristic of children with LD, such deficits appear highly resistant to treatment. Across the 53 studies analyzed, the training mean effect size obtained was only .211, with very few differences among teachers, peers, or children who judged effectiveness of training. Children with LD seemed the most impressed with their social skills after training. However, peers without LD tended to view the same results as significantly less positive. Teacher impressions were modest regarding the impact of training on overall social adjustment and almost negligible regarding intervention for such problems as conduct disorders or hyperactivity. Among all 3 groups, actual social interaction was rated among the least improved skills. (PsycINFO Database Record (c) 2004 APA, all rights reserved)Mon, 08 Dec 2008 02:13:17 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract50.aspxA meta-analysis (37 published studies) that summarized treatment outcomes associated with skills training with antisocial youth was performed. As is consistent with the hypothesis, results indicate that skills training interventions delivered in the context of homogeneous groups of deviant peers produced smaller benefits than did skills training interventions delivered in the context of mixed groups of prosocial and deviant peers, or individual treatment. Also, as expected, treatment provided in the context of deviant-only groups attenuated treatment benefits more for more severely disordered groups such as those who are incarcerated or placed in a class for behavioral or emotional problems, than for youth who might only be at-risk for such conditions.Mon, 08 Dec 2008 02:13:18 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract51.aspxDespite the seeming wealth of Title I evaluation information, the educational effectiveness of the program has remained debatable. Inconsistent findings can be attributed to variations in evaluation methods. Nevertheless, results from key studies have contributed to a conventional wisdom concerning Title I and student achievement. In contrast to previous reviews, this study employed meta-analytic techniques to assess the overall impact of the program on achievement and to examine the effects of mediating methodological and programmatic factors. The data were derived from 17 federal studies, ranging from 1966 to 1993, from which 657 unique effect sizes were derived. Results indicated a modest overall impact of Title I. However, the mediating factors were significant predictors. After controlling for these effects, Title I effect sizes were more favorable as the program matured. This finding may be attributable to expanded federal oversight and the growing focus on program improvement that has evolved over the years.Mon, 08 Dec 2008 02:13:18 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract52.aspxMeta-analysis techniques were used to statistically combine findings from 74 primary research studies investigating the effectiveness of early intervention with preschoolers with disabilities. Findings indicate that (a) early intervention with children who have disabilities produces a positive sizeable effect size; (b) longer, more intense programs are associated with effectiveness; and (c) there is little support for commonly held beliefs about early intervention, such as the importance of age at start and the degree of parental involvement.Mon, 08 Dec 2008 02:13:18 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract53.aspxIn a quantitative meta-analysis, the effects of phonological awareness training on reading were shown. In a homogeneous set of U.S. studies with a randomized or matched design, the combined effect sizes for phonological awareness and reading were d = 0.73 (r = 0.34, N = 739) and d = 0.70 (r = 0.33, N = 745), respectively. Thus, experimentally manipulated phonological awareness explains about 12% of the variance in word-identification skills. The combined effect size for long-term studies of the influence of phonological awareness training on reading was much smaller, d = 0.16 (r = 0.08, N = 1,180). Programs combining a phonological and a letter training were more effective than a purely phonological training. Furthermore, training effects were stronger with posttests assessing simple decoding skills than with real-word-identification tests. In sum, phonological awareness is an important but not a sufficient condition for early reading. (PsycINFO Database Record (c) 2005 APA, all rights reserved)Mon, 08 Dec 2008 02:13:18 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract54.aspxTo examine the effects of whole language and language experience approaches on beginning reading achievement, a quantitative synthesis was performed on 2 databases: 5 first-grade studies of the United States Office of Education and 46 additional studies comparing basal reading approaches to whole language and language experience approaches. (ERIC: SLD)Mon, 08 Dec 2008 02:13:19 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract55.aspxRepeated reading is an evidenced-based strategy designed to increase reading fluency and comprehension. The author conducted a meta-analysis to ascertain essential instructional components of repeated reading and the effect of repeated reading on reading fluency and comprehension. This analysis indicates that repeated reading can be used effectively with nondisabled students and students with learning disabilities to increase reading fluency and comprehension on a particular passage and as an intervention to increase overall fluency and comprehension ability. Essential instructional components of repeated reading varied as a function of the type of repeated reading (i.e., whether effectiveness was evaluated reading the same passage or different passages). Implications for future research are also presented. (Abstract from Author)Mon, 08 Dec 2008 02:13:19 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract56.aspxWe have previously conducted a meta-analysis of outcomes of school-based interventions aimed at enhancing the self-concept of students with learning disabilities (LD). This study extends the previous findings by analyzing intervention effect sizes in relation to students’ levels of self-concept prior to intervention. The results of these analyses indicated that only groups of students with documented low self-concept benefited significantly from intervention. For these students, intervention effects were much larger than the effects previously estimated from aggregations that included groups with wide-ranging or unknown levels of self-concept prior to intervention. These findings underscore the need for researchers and practitioners to identify students for self-concept intervention based on their documented need, rather than assuming a need based on the students’ identification as students with LD.Mon, 08 Dec 2008 02:13:19 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract57.aspxOver the past 15 years, increased attention has been directed at social skills and their relationship to learning disabilities. Using the methods of meta-analysis, this investigation explores the nature of social skill deficits among students with learning disabilities. Across 152 studies, quantitative synthesis shows that, on average, about 75% of students with learning disabilities manifest social skill deficits that distinguish them from comparison samples. Approximately the same level of group differentiation is found across different raters (teachers, peers, self) and across most dimensions of social competence. Although social skill deficits appear to be an integral part of the learning disability experience, a number of questions about the relationship between learning disability and social skill deficits remain unanswered. Until these questions are answered, social skill deficits are best viewed as one among many elements of the learning disability constellation, and no significant definitional changes related to social skill deficits appear warranted.Mon, 08 Dec 2008 02:13:19 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract58.aspxA quantitative meta-analysis evaluating the effects of systematic phonics instruction compared to unsystematic or no-phonics instruction on learning to read was conducted using 66 treatment-control comparisons derived from 38 experiments. The overall effect of phonics instruction on reading was moderate, d = 0.41. Effects persisted after instruction ended. Effects were larger when phonics instruction began early (d = 0.55) than after first grade (d = 0.27). Phonics benefited decoding, word reading, text comprehension, and spelling in many readers. Phonics helped low and middle SES readers, younger students at risk for reading disability (RD), and older students with RD, but it did not help low achieving readers that included students with cognitive limitations. Synthetic phonics and larger-unit systematic phonics programs produced a similar advantage in reading. Delivering instruction to small groups and classes was not less effective than tutoring. Systematic phonics instruction helped children learn to read better than all forms of control group instruction, including whole language. In sum, systematic phonics instruction proved effective and should be implemented as part of literacy programs to teach beginning reading as well as to prevent and remediate reading difficulties.Mon, 08 Dec 2008 02:13:19 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract59.aspxCognitive behavior modification (CBM) has been used for the past 25 years to mitigate maladaptive behaviors through the use of covert self-statements. Yet few reviewers have examined the use of CBM in school settings to reduce hyperactive-impulsive and aggressive behaviors in children and youth. This meta-analysis examined the outcomes of 23 studies. The mean effect size across all the studies was 0.74, and 89% of the studies had treatment participants who experienced greater gains than their control counterparts on posttest and maintenance measures when exposed to a treatment with a cognitive component. These results are discussed in terms of study characteristics and design, and recommendations for future research are made.Mon, 08 Dec 2008 02:13:19 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract60.aspx<p class=MsoNormal style="margin:0in 0in 0pt">Used meta-analysis to evaluate standards of practice (SOP) and validity of treatment outcomes in studies designed to remediate behavior problems. The review included 318 articles, which covered 403 studies on problem behavior in persons with developmental disabilities that were published between January 1976 and December 1987 in 18 journals. Two measures of intervention (ITV) effectiveness (percentage of nonoverlapping data and percentage of zero data) were used to evaluate relations between standards of practice (SOP), ITV, and participant characteristics and the treatment validity of different levels of ITV for a range of behaviors. Only 44 studies were highly effective on both measures. The reviewed research revealed a lack of evidence that the ITVs selected had been based on a systematic determination of individual clinical needs. (PsycINFO Database Record (c) 2004 APA, all rights reserved)<span> </span></p> <p class=MsoNormal style="margin:0in 0in 0pt"></p> <p class=MsoNormal style="margin:0in 0in 0pt">The ERIC Abstract is as follows: </p> <p class=MsoNormal style="margin:0in 0in 0pt">This meta-analysis of the developmental disabilities literature on remediation of problem behaviors evaluated relations between standards of practice, intervention and participant characteristics, and treatment validity. Results largely failed to support widespread assumptions of clinical practice such as the superiority of more intrusive interventions. Standards for treatment evaluation research are offered. (Author/DB) </p>Mon, 08 Dec 2008 02:13:20 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract61.aspxDescribes a meta-analysis* of 99 studies that used interventions to decrease disruptive classroom behavior* in public education settings. Overall, results indicate interventions yield comparable results to other studies investigating effectiveness of psychotherapy. Findings show that efficacious treatments used in public school settings decrease disruptive classroom behaviors.Mon, 08 Dec 2008 02:13:20 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract66.aspxThis article reports a meta-analysis on social skills training as a measure for preventing antisocial behavior in children and youth. From 851 documents, 84 reports containing 135 comparisons between treated and untreated youngsters (N = 16,723) fulfilled stepwise eligibility criteria (e.g., randomized control-group design, focus on prevention). Despite a wide range of positive and negative effect sizes, the majority confirmed the benefits of treatment. The best estimated mean effects were d = .38 (postintervention) and .28 (follow-up). Effects were smaller on antisocial behavior than on related social and cognitive measures. Studies with large samples produced lower effect sizes than those with smaller samples. Programs targeting at-risk groups had better effects than universal programs. Modes of treatment did not differ significantly; however, cognitive-behavioral programs had the strongest impact on antisocial behavior. More well-controlled studies with large samples, hard outcome criteria, and long follow-up periods are needed, particularly outside the United States.Mon, 08 Dec 2008 02:13:20 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract67.aspxSocial skill deficits have become a defining characteristic of students with specific learning disability (SLD). Attempts have been made to enhance social functioning through structured training approaches. The effectiveness of these efforts was evaluated in a quantitative research synthesis (meta-analysis), which revealed a "small" effect with very few differences among teachers, peers, or students with SLD themselves who judged the efficacy of training. The relatively modest effects are discussed in relation to a number of theoretical psychometric and design issues that might account for the limited treatment outcomes.Mon, 08 Dec 2008 02:13:20 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract68.aspx<p>Parent involvement programs have been assumed to be important contributors to elementary school children’s educational success. These programs include direct parent involvement outside school hours, parent volunteer programs in the classroom, parent attendance and participation in non-academic activities (e.g., PTO, fund raising, etc.). For many years researchers, educators, parent groups, and policy makers have debated whether or not parent involvement has a beneficial effect on the academic achievement of children. </p> <p><em>Objective<br></em>The purpose of this review was to summarize the most dependable evidence on the effect of parental involvement for improving the academic performance of elementary school age children in grades K-6. The most dependable evidence was defined as studies that include at least two groups and use random assignment to form a fair comparison between groups.</p> <p><span><em>Main Results<br></em>This review found that parent involvement had a positive and significant effect on children’s overall academic performance. The effect was educationally meaningful and large enough to have practical implications for parents, family involvement practitioners, and policymakers. When parents participated in academic enrichment activities with their children outside of school for an average of less than 12 weeks, children demonstrated an equivalent of 4 to 5 months improvement in reading or math performance<br>[From plain language summary of the study. Available for download at: <a href="http://www.ilru.org/html/training/webcasts/archive/2006/11-02-SEDL.html">http://www.ilru.org/html/training/webcasts/archive/2006/11-02-SEDL.html</a></span><span class=content>]</span></p>Mon, 08 Dec 2008 02:13:20 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract69.aspxThe relationship between technology-based interventions and academic performance for secondary aged youth with disabilities was explored in this systematic review. A total of 39 studies intervening with 1,491 youth with behavioral disorders, emotional disorders, learning disabilities, and moderate and severe disabilities were included. These studies matched the intervention, outcome, and sampling s3l3ction criteria for the review, and met minimally acceptable standards of internal and external validity for research design and methodology. The findings of this review strongly support the efficacy of technology-based interventions across treatment types, educational settings, and disability categories in the improvement of academic achievement. Detailed implications for special education practice in secondary school environments are presented, rival explanations for the findings are examined, and future research topics are suggested.Mon, 08 Dec 2008 02:13:20 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract70.aspxThis meta-analysis considered the relationship between Response-to-Intervention (RTI) and systemic and student achievement outcomes. Four existing large-scale RTI models were analyzed alongside RTI models implemented within a research context. Twenty-four effect sizes and unbiased estimates of effect (UEE)* were computed. The UEE for student achievement and systemic outcomes both exceeded 1.0. The UEE for systemic outcomes among large-scale RTI models was significantly greater than those implemented within a research context.Mon, 08 Dec 2008 02:13:21 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract71.aspxThis systematic review examines the effects of universal school-based social information processing interventions on the aggressive and disruptive behavior of school-age children. Program effects are examined overall and in relation to methodological and substantive differences across studies.Mon, 08 Dec 2008 02:13:21 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract72.aspxThis meta-analysis examined the effectiveness of video modeling and video self-modeling (VSM) interventions for children and adolescents with autism spectrum disorders (ASD). Twenty-three single-subject design studies were included in the meta-analysis. Intervention, maintenance, and generalization effects were measured by computing the percentage of nonoverlapping data points (PND). Results suggest that video modeling and VSM are effective intervention strategies for addressing social-communication skills, functional skills, and behavioral functioning in children and adolescents with ASD. Results also indicate that these procedures promote skill acquisition and that skills acquired via video modeling and VSM are maintained over time and transferred across persons and settings. The results suggest that video modeling and VSM intervention strategies meet criteria for designation as an evidence-based practice.Mon, 08 Dec 2008 02:13:21 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract73.aspxA "best evidence" review synthesis, which incorporates features of meta-analytic and traditional literature reviews, is used in this review of studies on the effects of ability grouping on secondary school students’ achievement. The focus was on 29 studies that compared between-class ability grouping to heterogeneous placements. Effect sizes were used to characterize study results. Findings indicate that comprehensive between-class ability grouping plans, different forms of ability grouping, and ability grouping by subject (except in social studies) had no effect on student achievement. The finding of zero effects of grouping for all ability levels contradicts earlier conclusions that demonstrated benefits of ability grouping for high-level students and detriments for low-level students. Explanations for this discrepancy are discussed. An implication is that policy decisions about ability grouping must be based on criteria other than effect on academic achievement. A recommendation is made for reduction of between class ability grouping practices and consideration of cooperative learning methods. An extensive bibliography and statistical tables are included. (LMI)Mon, 08 Dec 2008 02:13:21 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract74.aspxOver 150 studies pertaining to test accommodations were identified in the literature and 40 studies that empirically studied the effects of test accommodations on the performance of students with disabilities or English language learners were reviewed. The results of these studies are discussed as are the internal and external validity of the authors’ conclusions. All studies were critiqued with respect to the interaction hypothesis that test accommodations should improve the test scores for targeted groups, but should not improve the scores of examinees for whom the accommodations are not intended. Data are provided regarding the types of accommodations studied. In general, consistent conclusions were not found across studies due to the wide variety of accommodations, the ways in which they were implemented, and the heterogeneity of students to whom they were given. However, a fairly consistent finding was that the accommodation of extended time improved the performance of students with disabilities more than it improved the performance of students without disabilities. In light of this finding and similar results in some studies focusing on other accommodations, a revision of the interaction hypothesis is proposed. Directions for future research and for improved test development and administration practices are also proposed.Mon, 08 Dec 2008 02:13:21 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract75.aspxSocial skills deficits are a central feature of autism spectrum disorders (ASD). This meta-analysis of 55 single-subject design studies examined the effectiveness of school-based social skills interventions for children and adolescents with ASD. Intervention, maintenance, and generalization effects were measured by computing the percentage of non-overlapping data points. The results suggest that social skills interventions have been minimally effective for children with ASD. Specific participant, setting, and procedural features that lead to the most effective intervention outcomes are highlighted, and implications for school personnel are discussed. Finally, the results are compared to the outcomes of similar meta-analyses involving social skills interventions with other populations of children. Mon, 08 Dec 2008 02:13:21 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract77.aspxThis systematic review examines the effects of universal school-based social information processing interventions on the aggressive and disruptive behavior of school-age children. Program effects are examined overall and in relation to methodological and substantive differences across studies.Mon, 08 Dec 2008 02:13:22 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract78.aspxSummer schools serve multiple purposes for students, families, educators, and communities. The current need for summer programs is driven by changes in American families and by calls for an educational system that is competitive globally and embodies higher academic standards. A research synthesis is reported that used both meta-analytic and narrative procedures to integrate the results of 93 evaluations of summer school. Results revealed that summer programs focusing on remedial or accelerated learning or other goals have a positive impact on the knowledge and skills of participants. Although all students benefit from summer school, students from middle-class homes show larger positive effects than students from disadvantaged homes. Remedial programs have larger effects when the program is relatively small and when instruction is individualized. Remedial programs may have more positive effects on math than on reading. Requiring parent involvement also appears related to more effective programs. Students at all grade levels benefit from remedial summer school, but students in the earliest grades and in secondary school may benefit most. These and other findings are examined for their implications for future research, public policy, and the implementation of summer programs. Based on these results, our recommendations to policy makers are that summer programs (a) contain substantial components aimed at teaching math and reading and (b) include rigorous evaluations, but also (c) permit local control of curricula and delivery systems. Funds should be set aside to foster participation in summer programs, especially among disadvantaged youth. Program implementers should (a) begin summer program planning earlier in the year, (b) strive for continuity of staffing and programs across years, (c) use summer school in conjunction with summer staff development opportunities, and (d) begin integrating summer school experiences with those that occur during the regular school year.(Author/JSTOR)Mon, 08 Dec 2008 02:13:22 GMThttp://www.nichcy.org/Research/Summaries/pages/Abstract79.aspxThis article reports on a comprehensive literature review and meta-analysis of 68 experiments on teaching mathematics to individuals with significant cognitive disabilities. Most of the studies in the review addressed numbers and computation or measurement. Within the computation studies identified, most focused on counting, calculation, or number matching. For the measurement studies, nearly all focused on money skills. Of the 54 single subject design studies, 19 were classified as having all quality indicators for research design (13 representing the National Council of Teachers of Mathematics Measurement standard and 6 representing the Numbers and Operations standard). These studies offer strong evidence for using systematic instruction to teach mathematics skills and for using in vivo settings. [ABSTRACT FROM AUTHOR]Mon, 08 Dec 2008 02:13:22 GMT