Ebook: Intervention Research in Learning Disabilities

Intervention Research in Learning Disabilities is based on proceedings of the Symposium on Intervention Research sponsored by the Division for Learning Disabilities (DLD) of the Council for Exceptional Children and held at Purdue University, November 14-16, 1988. It presents a wide range of critical issues and insights, both theoretical and practical, related to research with learning disabled individuals. The book is divided into four broad sections: issues in intervention research, academic interventions, social and behavioral interventions, and postsecondary interventions. It considers both present and future directions of such research. Topics explored include variance and verities in learning disability interventions, instruction derived from the strategy deficit model, enhancement of academic performance with mnemonic instruction, the content enhancement model for promoting content acquisition, interactive teaching and learning, social skills training (and an alternative approach to social skills training), the use of schema in research on the problem solving of learning disabled adolescents, and intervention effectiveness at the postsecondary level.

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Intervention Research in Learning Disabilities is based on proceedings of the Symposium on Intervention Research sponsored by the Division for Learning Disabilities (DLD) of the Council for Exceptional Children and held at Purdue University, November 14-16, 1988. It presents a wide range of critical issues and insights, both theoretical and practical, related to research with learning disabled individuals. The book is divided into four broad sections: issues in intervention research, academic interventions, social and behavioral interventions, and postsecondary interventions. It considers both present and future directions of such research. Topics explored include variance and verities in learning disability interventions, instruction derived from the strategy deficit model, enhancement of academic performance with mnemonic instruction, the content enhancement model for promoting content acquisition, interactive teaching and learning, social skills training (and an alternative approach to social skills training), the use of schema in research on the problem solving of learning disabled adolescents, and intervention effectiveness at the postsecondary level.
Content:
Front Matter....Pages i-x
Front Matter....Pages 1-1
Variances and Verities in Learning Disability Interventions....Pages 3-33
Instruction Derived from the Strategy Deficit Model: Overview of Principles and Procedures....Pages 34-65
Commentary....Pages 66-77
Front Matter....Pages 79-79
Strategy Instruction Is Often Insufficient: Addressing the Interdependency of Executive and Attributional Processes....Pages 81-101
Enhancing Academic Performance with Mnemonic Instruction....Pages 102-121
Content Enhancement: A Model for Promoting the Acquisition of Content by Individuals with Learning Disabilities....Pages 122-165
Interactive Teaching and Learning: Instructional Practices for Teaching Content and Strategic Knowledge....Pages 166-185
Unraveling the Mysteries of Writing Through Strategy Instruction....Pages 186-223
Commentary....Pages 224-232
Front Matter....Pages 233-233
Self-Recording of Attending to Task: Treatment Components and Generalization of Effects....Pages 235-262
Social Skills Training with Learning Disabled Children and Adolescents: The State of the Art....Pages 263-278
Why Social Skills Training Doesn’t Work: An Alternative Model....Pages 279-303
The Use of Schema in Research on the Problem Solving of Learning Disabled Adolescents....Pages 304-321
Commentary....Pages 322-326
Front Matter....Pages 327-327
Intervention Effectiveness at the Postsecondary Level for the Learning Disabled....Pages 329-344
Back Matter....Pages 345-347

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Intervention Research in Learning Disabilities is based on proceedings of the Symposium on Intervention Research sponsored by the Division for Learning Disabilities (DLD) of the Council for Exceptional Children and held at Purdue University, November 14-16, 1988. It presents a wide range of critical issues and insights, both theoretical and practical, related to research with learning disabled individuals. The book is divided into four broad sections: issues in intervention research, academic interventions, social and behavioral interventions, and postsecondary interventions. It considers both present and future directions of such research. Topics explored include variance and verities in learning disability interventions, instruction derived from the strategy deficit model, enhancement of academic performance with mnemonic instruction, the content enhancement model for promoting content acquisition, interactive teaching and learning, social skills training (and an alternative approach to social skills training), the use of schema in research on the problem solving of learning disabled adolescents, and intervention effectiveness at the postsecondary level.
Content:
Front Matter....Pages i-x
Front Matter....Pages 1-1
Variances and Verities in Learning Disability Interventions....Pages 3-33
Instruction Derived from the Strategy Deficit Model: Overview of Principles and Procedures....Pages 34-65
Commentary....Pages 66-77
Front Matter....Pages 79-79
Strategy Instruction Is Often Insufficient: Addressing the Interdependency of Executive and Attributional Processes....Pages 81-101
Enhancing Academic Performance with Mnemonic Instruction....Pages 102-121
Content Enhancement: A Model for Promoting the Acquisition of Content by Individuals with Learning Disabilities....Pages 122-165
Interactive Teaching and Learning: Instructional Practices for Teaching Content and Strategic Knowledge....Pages 166-185
Unraveling the Mysteries of Writing Through Strategy Instruction....Pages 186-223
Commentary....Pages 224-232
Front Matter....Pages 233-233
Self-Recording of Attending to Task: Treatment Components and Generalization of Effects....Pages 235-262
Social Skills Training with Learning Disabled Children and Adolescents: The State of the Art....Pages 263-278
Why Social Skills Training Doesn’t Work: An Alternative Model....Pages 279-303
The Use of Schema in Research on the Problem Solving of Learning Disabled Adolescents....Pages 304-321
Commentary....Pages 322-326
Front Matter....Pages 327-327
Intervention Effectiveness at the Postsecondary Level for the Learning Disabled....Pages 329-344
Back Matter....Pages 345-347
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