Learning disabilities

This study was conducted to investigate factors that contribute to resilience in students with learning disabilities (LD). The risk-resilience framework provided the theoretical base for selecting school and personal factors that might predict resilience. School and personal data were requested from large, culturally and linguistically diverse samples of individuals diagnosed with LD. A 12 variable model and three cluster models (combined variables) were developed. Discriminant analysis and tests of significance of hit rates were conducted to assess the accuracy of the full model (all 12 variables) to the prediction of resilience, and full versus restricted model testing was done to assess individual variable and cluster (combinations of some variables) contributions to the model. Additionally, analyses of environmental, intrapersonal, and interpersonal cluster models were investigated to determine their relative contribution to the prediction of resilience in relation to the others. Results of the full model analysis and subsequent tests of significance of hit rate indicated modest cross validated classification accuracy for the total group, resilient group, and non-resilient group. However, the model was not significantly better than chance, overall, at predicting resilience and non-resilience in students with LD. Results of the analysis of individual predictor variables’ and clusters’ contributions to the model’s classification accuracy indicated that no individual variable within the full model, nor cluster of interrelated variables contributed significant
incremental improvement in classification accuracy above and beyond that which is available from all other variables contained in the full model. The independent analysis of interrelated personal and school related factors clustered as environmental, interpersonal, and intrapersonal clusters revealed that, as unique and separate models, classification accuracy of cross-validated group cases were less than optimal for each cluster. The results further demonstrate that resilience is affected by both internal and external factors. Although the results also demonstrate that factors work together, a great deal is still to be learned regarding factors affecting resilience as well as their interplay in clusters of factors that affect resilience.

The purpose of this study was to assist in the program
evaluation process by comparing perceptions of Specific Learning
Disabilities teachers with Exceptional Education lead teachers
toward indicators of goal achievement. The procedures employed in the study involved a review of the
literature, and the design, field testing, and utilization of the
Goal Achievement Instrument. Data was obtained from the 111 teacher
questionnaires and the 111 questionnaires completed by lead teachers
who rated individual teacher performance of goal indicators. Analysis
of variance was utilized to determine whether there were differences
in ratings between the groups. A follow-up study was completed to
determine goal achievement indicators which might have been overlooked
in the goal achievement indicator development process. 1. There were significant differences in responses between
resource Specific Learning Disabilities teachers and lead teachers,
indicating that data from neither group should be used in isolation
to determine levels of goal achievement.
2. There were no significant differences between self-contained,
elementary, and secondary Specific Learning Disabilities teachers when
each group's ratings were compared to lead teacher ratings. This
indicated that either teachers or lead teachers could be used to
determine levels of goal achievement for these groups of teachers.
3. Teachers in all groups were achieving goals at a satisfactory
level, as perceived by teachers and by lead teachers.
4. Several additional items were developed and recommended for
inclusion to the Goal Achievement Instrument before use in the formal
program evaluation process. In-service programs for teachers, guidance committee activities,
strong financial support to the classes, and the positive attitude
of teachers may have been important factors in leading to the high
performance levels achieved by Specific Learning Disabilities teachers
in Brevard County, Florida.

The current emphasis in mathematics curricula is placed on mathematical applications to real-life word-problem solving. Therefore, it is critical that all secondary students receive instruction in problem solving. Although many mathematics textbooks provide steps for students to follow when solving word-problems they do not meet the needs of all students, especially those with learning disabilities (LD). Students with LD lack knowledge in cognitive and metacognitive strategies, although they are able to use these strategies when taught. The purpose of this study was to compare the effectiveness of a cognitive problem solving strategy and a traditional textbook method in solving three-step word-problems consisting of whole numbers, decimals, fractions, and percents. Four teachers who taught two Specific Learning Disabilities (SLD) math classes volunteered to participate in the study. Each teacher taught one of his/her math classes the cognitive strategy and the other class the textbook method. A total of 76 students from grades 9 through 12 who attended a part-time SLD math class were used as subjects. The two groups were taught through direct instruction with scripted lessons. The cognitive strategy group was taught an eight-step strategy that included self-talking and self-questioning. The textbook method group was taught a traditional textbook method which consisted of a four-step plan. Treatment for both groups included a pretest, describing and modeling the strategy or method, verbally rehearsing the cognitive strategy or textbook method, practice solving word-problems, and a posttest of the three-step word-problems. The results indicated that there were no significant differences between the cognitive strategy and textbook method. However, the observed power was not sufficient to determine if there was or was not a treatment effect. Informal error analyses indicated subjects did perform better after direct instruction in solving word-problems. Although subjects were attempting to solve more problems, however, other types of errors were being made, such as choosing and using the wrong operation. This indicates students may need to be taught a strategy on how to choose the correct operation to solve word-problems.

There is presently an emphasis on the early identification of children with disabilities. Mild and moderate disabilities, such as language delays, have proven difficult to detect. Language delays are of concern because of the relationship between language abilities and other learning activities. Young children from low socioeconomic status (SES) backgrounds are especially at-risk for difficulties in language and learning. The purpose of this study was to examine the accuracy of various language screening procedures in the identification of language delays in prekindergarten classes composed of children from low SES backgrounds. More specifically, this study compared the accuracy of formal instruments and informal procedures (i.e., teacher referral) in the identification of language delays. Additionally, the influence of teacher training on the accuracy of teacher referral was explored. Three children from 30 randomly selected prekindergarten classes participated in this study. This resulted in a total of 90 subjects. Children ranged in age from 52 to 64 months. All subjects were administered the Brigance Preschool Screen, the language subtest of the Early Screening Profile (ESP), the language subtest of the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R), and the Fluharty Preschool Speech and Language Screening Test. The Preschool Language Scale-3 (PLS-3) was administered and used as the criterion measure. In addition, the 30 teachers of these selected classes were randomly assigned to two groups. One group received specific training in the identification of language delays in young children and were designated as trained teachers. The second group was the control group and designated as untrained teachers. Fifty-six percent of the children were identified as language delayed according to the criteria of 1 standard deviation below the mean on the PLS-3. The trained teachers were the most accurate of all screening procedures in the identification of language delays. Training significantly improved the accuracy of teacher referral. The ESP was found to be the most efficient of the formal instruments. This study resulted in an increase in the data base concerning the incidence of language delays in an at-risk population, the effectiveness of various screening procedures in identification of language delays, and the impact of training on the accuracy of teacher referrals.