Promising Research topics for Students With Learning Disabilities

Slide 1:Promising Research topics for Students With Learning Disabilities?

Sharon Vaughn Regents Professor Sharon Vaughn Regents Professor University of Texas With a little help from my friends: Amory Cable Jack Fletcher Doug and Lynn Fuchs Russell Gersten

Slide 2:History of Special Education

For many students with disabilities, the initial goal of special education was to ensure that they were provided an opportunity to attend and profit from education (FAPE). The history of special education for students with LD focuses more on appropriate instruction.

Slide 3:

“Whereas many typically achieving students can make up for lost time, learn well independently, and make up for mistakes made by educators, special education students cannot. The influence of research and evidence on decision making has even greater value for those students with disabilities who most require precision in their instructional and behavioral plans.” (Vaughn & Dammann, 2001, p.27)

Slide 4:Research Issue # 10

How do we adequately IDENTIFY and CLASSIFY students with Learning Disabilities? WHY do we care? I like how you pose this research issue as a questionI like how you pose this research issue as a question

Slide 5:Accuracy in Classification Essential:

Yields validity in the Construct Provides for improved treatment Issues of identification have long haunted the field of learning disabilities.

Slide 6:Measure his IQ and look for minor signs of brain dysfunctionMeasure his IQ and look for minor signs of brain dysfunction

Slide 7:Hypothetical Classification of LD: Marker Variables involving:

1. Word Recognition (Dyslexia) 2. Reading Fluency 3. Reading Comprehension 4. Math Computations (Dyscalculia) 5. Math Problem Solving 6. Written Expression (Handwriting, Spelling, Text Generation?)

Slide 8:Low Achievement is Necessary but Not Sufficient

Homogeneity is at the level of the academic skill Processing subtypes currently do not explain independent variability I know what you mean here but only because I’ve listened to you talk about this - I think giving examples of academic skills vs. processing subtypes might clarify this slide when people are reviewing their handoutsI know what you mean here but only because I’ve listened to you talk about this - I think giving examples of academic skills vs. processing subtypes might clarify this slide when people are reviewing their handouts

Slide 9:Research Issue #9: Should we understand underlying processes in Learning Disabilities ?

The initial work in learning disabilities attempted to better link the underlying processes that “caused” the learning disability with possible cures or “remediation” of those underlying process disabilities. Psychoeducational strengths and weaknesses Concerns with linking process disabilities to treatment lead to strange and unreliable interventions I like how you’ve referred to the initial research - providing a historyI like how you’ve referred to the initial research - providing a history

Slide 10:Does this mean all work on process deficits is hopeless?

Knowledge about the neurological underpinnings of learning and LD are not adequately understood. The measurement needed to identify specific process disorders in learning has not been precise. Matching the subtype of a learning problem with appropriate treatments has not been successfully conducted.

Slide 11:Do process oriented interventions live on?

Modality-matched and multi-sensory approaches continue to be used as interventions for students with LD with no research to support their use. Finding from meta-analyses: There is no empirical support for the use of modality-matched or multi-sensory approaches for students with LD I cannot find the meta-analysis that talks about multi-sensory approaches - I’d be interested in that!I cannot find the meta-analysis that talks about multi-sensory approaches - I’d be interested in that!

Slide 12:Research Issue # 8 How do we Improve the Knowledge and Skills of Special Education Teachers

Does Teacher Quality Matter? What are the Indicators of Teacher Quality? How do we Measure Teacher Quality? To make this issue parallel to others, it may be useful to talk about some things that we know already about teacher quality and special education. To make this issue parallel to others, it may be useful to talk about some things that we know already about teacher quality and special education.

Slide 13:Student Outcomes….

The ultimate goal of special education is to improve students social, behavioral, and academic outcomes These outcomes are influenced by teacher’s practice. Influencing teacher’s practice – how to effectively accomplish this requires further study. See alternative (next slide)See alternative (next slide)

Slide 14:The ultimate goal of special education is to improve students social, behavioral, and academic outcomes These outcomes are influenced by teacher’s practice. Influencing teacher’s practice – how to effectively accomplish this requires further study.The ultimate goal of special education is to improve students social, behavioral, and academic outcomes These outcomes are influenced by teacher’s practice. Influencing teacher’s practice – how to effectively accomplish this requires further study.

Slide 15:Research Issue #7 How do we Improve the Knowledge Based on Transition to Work?

We need to understand much more about effective practices for individuals with learning disabilities as they transition to work and postsecondary It may be good to make all of these research issues uniform - perhaps in the form of a question: “What are the most effective practices for individuals with learning disabilities as they transition to work and postsecondary?”It may be good to make all of these research issues uniform - perhaps in the form of a question: “What are the most effective practices for individuals with learning disabilities as they transition to work and postsecondary?”

Slide 16:Students with LD will need access to post-secondary options Investigations on how to effectively influence access and success in post-secondary settings are needed. Investigations that increase school retention. What we do we know already about postsecondary and work transitions for students with LD?What we do we know already about postsecondary and work transitions for students with LD?

Slide 17:Research Issues #6 How do we provide effective interventions in STEM?

Students with Learning Disabilities will be required to meet the increasing demands of Science Technology Mathematics This question seems a little out of place - why are the demands increasing? Due to their age or the current state of the world?This question seems a little out of place - why are the demands increasing? Due to their age or the current state of the world?

Slide 18:Increasing knowledge…

In Science, Technology, and Math will require knowledge of effective instructional practices for improving concept learning to mastery, effective instructional practices for accessing general education curriculum related to higher level thinking in ALGEBRA and SCIENCE

Slide 19:Research Issue #5 What writing interventions are effective?

How to improve students’ written composition including knowledge of: Effective practices for written expression across genres Effective practices for basic writing elements such as handwriting/keyboarding; spelling Changed “expressional” to “expression”Changed “expressional” to “expression”

Slide 20:In particular, We need RIGOROUS, long term studies of effective practices in written composition and the elements of writing. Noteworthy is the need to look at effects over time and to examine transfer.

Slide 21:Research Issue #4 What language interventions are effective?

What practices are associated with improved outcomes in expressive language development and listening comprehension for students with language/learning disabilities?

Slide 22:What do we know?

We know exceedingly little from rigorous studies of effective practices for improving expressive and receptive language outcomes for students with language/learning disabilities. Two systematic reviews have pinpointed effective practices and also gaps in the literature Law, J., Garrett, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech and language delay/disorder: A meta-analysis. Journal of Speech, Language and Hearing Research, 47, 924-943. Cirrin, F.M., & Gillam, R. B. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review. Language, Speech and Hearing Services in Schools, 39, S110-S137.Two systematic reviews have pinpointed effective practices and also gaps in the literature Law, J., Garrett, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech and language delay/disorder: A meta-analysis. Journal of Speech, Language and Hearing Research, 47, 924-943. Cirrin, F.M., & Gillam, R. B. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review. Language, Speech and Hearing Services in Schools, 39, S110-S137.

Slide 23:More research is needed

To identify effective language intervention practices for complex syntax, curriculum related vocabulary, receptive language and pragmatics (social communication) To identify effective service delivery models To examine optimal treatment dosage To assess generalization and maintenance effects in longitudinal studies

Slide 24:Research Issue #3 How do we effectively deliver instructional services?

What practices are effective for teaching students who are learning disabled and English language learners? It may be good to make all of these research issues uniform - perhaps in the form of a question: “What are the most effective service practices for English language learners who are learning disabilited?”It may be good to make all of these research issues uniform - perhaps in the form of a question: “What are the most effective service practices for English language learners who are learning disabilited?”

Slide 25:Much of what we know about teaching students who are both learning disabled and English language learners has been adapted from the less-than-adequate research base on ELLs without disabilities. In addition, we have also relied on practices that have been shown to be effective with monolingual English speaking students with LD. An alternative slide is presented nextIn addition, we have also relied on practices that have been shown to be effective with monolingual English speaking students with LD. An alternative slide is presented next

Slide 26:Much of what we know about teaching students who are both learning disabled and English language learners has been adapted from the less-than-adequate research base on ELLs without disabilities. In addition, we have relied on practices that have been shown to be effective with monolingual English speaking students with LD. However, we have little evidence to show that either or both of these practices are effective. For more research questions, you may want to use some of the research questions posed by the October 2003 National Symposium on Learning Disabilities in English Language Learners (McCardle, Mele-McCarthy, Leos, 2005). I don’t know if those are still relevant…Much of what we know about teaching students who are both learning disabled and English language learners has been adapted from the less-than-adequate research base on ELLs without disabilities. In addition, we have relied on practices that have been shown to be effective with monolingual English speaking students with LD. However, we have little evidence to show that either or both of these practices are effective. For more research questions, you may want to use some of the research questions posed by the October 2003 National Symposium on Learning Disabilities in English Language Learners (McCardle, Mele-McCarthy, Leos, 2005). I don’t know if those are still relevant…

Slide 27:Research Issue #2: Models of Service?

How Effective are various service delivery models for meeting the needs of students with Learning Disabilities including: Resource Room models, Inclusion, and Response to Intervention? It may be good to make all of these research issues uniform - perhaps in the form of a question: “What are the most effective service delivery models for meeting the needs of students with LD including….?”It may be good to make all of these research issues uniform - perhaps in the form of a question: “What are the most effective service delivery models for meeting the needs of students with LD including….?”

Slide 28: Improving our understanding of practices associated with effective outcomes for students with learning disabilities based on the type of delivery service provided is required. What do we know about current service delivery models? What do we know about current service delivery models?

Slide 29:Research Issue #1 What Practices Improve Academic Outcomes for Students with LD ?

When students fail to respond to traditionally effective instructional practices in reading, math, spelling, and writing --- what intensive interventions are associated with effective outcomes? I like the way you’ve structured the slides in this issue - I’m not sure if this one is longer because it’s the most important and you wanted to give less attention deliberately to the other issuesI like the way you’ve structured the slides in this issue - I’m not sure if this one is longer because it’s the most important and you wanted to give less attention deliberately to the other issues

Slide 30:What do we know?

We have learned much in the last 2 decades about teaching students with learning difficulties. We know considerably less about teaching students whose response to typically effective practices is low/very low.

Slide 31:What types of interventions hold promise for students with LD?

See next slide as alternative to this oneSee next slide as alternative to this one

Slide 32:What types of interventions hold promise for students with LD?

Academic Difficulty Intervention Answering this question with broadest and simplest answer: Those academic interventions most closely linked to the academic difficulties of the student with LD are the ones that are most effective.Answering this question with broadest and simplest answer: Those academic interventions most closely linked to the academic difficulties of the student with LD are the ones that are most effective.

Slide 33:We need studies to demonstrate support for:

Controlling task difficulty (e.g., sequencing examples and problems to maintain high levels of success and matching task difficulty with student abilities and emerging skills) is associated with improved academic outcomes.

Slide 34:The effectiveness of various group sizes in teaching students with LD: one on one very small group (n=3) small group (n=5) large group ……

We need research that documents: I divided this slide into two separate ones - with one point on eachI divided this slide into two separate ones - with one point on each

Slide 35:We need research that

Better informs special education teachers on all practices related to effectively teaching students with learning disabilities And Preparing them for success post secondary AND Preparing them for academic and social success

Slide 36:Thank YOU!!!!