2024-03-29T10:12:35Zhttps://kuscholarworks.ku.edu/oai/requestoai:kuscholarworks.ku.edu:1808/162392019-04-12T14:53:44Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-14T19:54:25Z
urn:hdl:1808/16239
Career Preparation for Handicapped Adolescents: A Matter of Appropriate Education
Clark, Gary M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
A complete individualization concept is presented as the avenue to achieve "appropriate education" for handicapped adolescents. Exemplified within the context of the educational goal of career preparation, this concept involves the individualization of both content and instructional approach. The need for career preparation is supported by data which suggest that high school youth lack critical information in the areas of occupational development, daily living skills, and
personal-social skills important to one's functioning in today's society.
2015-01-14T19:54:25Z
2015-01-14T19:54:25Z
1980-01-01
Book
Clark, G. M. (1980) Career Preparation for Handicapped Adolescents: A Matter of Appropriate Education [Research Monograph 7]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16239
Research Monograph / Institute for Research in Learning Disabilities;7
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/172052019-04-12T14:53:38Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-03-24T19:30:18Z
urn:hdl:1808/17205
Effects of Structural Coupling and Expectancy Climate on the Effectiveness of Learning Strategies Interventions: A Pilot Study to Establish Reliability and Validity Estimates
Miskel, Cecil
Bloom, Susan
McDonald, David
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Successful implementation of the learning strategies model proposed by Alley and Deshler (1979) depends on high levels of interactive planning and effort by learning disabilities teachers, regular classroom teachers and administrators. In this context, structural coupling and expectancy climate become important intervening variables by defining mechanisms and norms that influence how individuals interact and the level of effort expended. The purpose of this pilot study was to establish structural coupling and expectancy climate levels with interview and assessment instruments. Over 155 educators drawn from several schools participated in the study. Results of the study showed that these assessment instruments demonstrated high reliability and adequate validity levels.
2015-03-24T19:30:18Z
2015-03-24T19:30:18Z
1982-06-01
Book
MIskel, C., Bloom, S. & McDonald, D. (1982) Effects of Structural Coupling and Expectancy Climate on the Effectiveness of Learning Strategies Interventions: A Pilot Study to Establish Reliability and Validity Estimates [Research Report 57]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/17205
Research Report / Institute for Research in Learning Disabilities;57
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163162019-04-12T14:54:18Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-20T20:00:48Z
urn:hdl:1808/16316
Improving Social Interactions Between Learning Disabled Adolescents and Teachers: A Child Effects Approach
Gorney-Krupsaw, Beth
Atwater, Jane
Powell, Lynda
Morris, Edward K.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study investigated whether LD adolescents could be taught to change their classroom behavior in ways that would effect how their teachers treated them and whether they could be taught to generalize positive changes in their interactions with teachers. Six LD junior high students were taught three social skills: initiating positive interactions, responding to requests, and recruiting attention for individual help. The students were successful in learning the social skills in the training session; however, they did not exhibit these skills on a consistent basis in their classroom. Teachers perceived the subjects' classroom behavior as more appropriate.
2015-01-20T20:00:48Z
2015-01-20T20:00:48Z
1981-04-01
Book
Gorney-Krupsaw, B., Atwater, J., Powell, L. & Morris, E. K. (1981) Improving Social Interactions Between Learning Disabled Adolescents and Teachers: A Child Effects Approach [Research Report 45]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16316
Research Report / Institute for Research in Learning Disabilities;45
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162982019-04-12T14:54:09Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T20:45:23Z
urn:hdl:1808/16298
Parental and Staff Expectations for the Future Achievement of Learning Disabled Students
Sinning, H. Kent
Hudson, Floyd G.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The results of this study indicated that: (a) the difference between the expectations of mothers and fathers of LD youth was generally insignificant in most areas of achievement, (b) in most areas of achievement, school staff members' expectations were found to be insignificantly different from each other. (c) in most areas of achievement, school staff members' expectations were significantly lower for LD children than their parents, and (d) the child's birth order had a significant effect upon parental expectations for future achievement. Significant differences were found between parents in the areas of Total Achievement Potential and Social-Personal Adequacy. No significant differences were found in parental expectations in the Academic Adequacy and Economic Adequacy areas.
2015-01-16T20:45:23Z
2015-01-16T20:45:23Z
1980-02-01
Book
Sinning, H. K., Hudson, F. G. & Deshler, D.D. (1980) Parental and Staff Expectations for the Future Achievement of Learning Disabled Students [Research Report 28]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16298
Research Report / Institute for Research in Learning Disabilities;28
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162912019-04-12T14:54:04Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T19:17:18Z
urn:hdl:1808/16291
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Use of Support Systems
Deshler, Donald D.
Alley, Gordon R.
Warner, Michael M.
Schumaker, Jean B.
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-01-16T19:17:18Z
2015-01-16T19:17:18Z
1980-01-01
Book
Deshler, D. D., Alley, G. R., Warner, M. M., Schumaker, J. B. & Clark, F. L (1980) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Use of Support Systems [Research Report 19]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16291
Research Report / Institute for Research in Learning Disabilities;19
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162842019-04-12T14:53:50Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T18:04:36Z
urn:hdl:1808/16284
The Homogeneity of Identifaction Decisions by Different Groups on LD Adolescents
Deshler, Donald D.
Alley, Gordon R.
Mellard, Daryl F.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Three related studies were designed to address some key issues confronting the learning disability field concerning the identification of learning disabled adolescents. The first study (Research Report No. 9) addressed the question of which group(s) of professionals or parents make the most homogeneous identification decisions on learning disabilities' criteria. In the second study, (Research Report No. 10) the temporal and interscorer reliability as well as the construct and content validity of the Modified Component Disability Instrument was investigated. The reliability and validity of the Modified Component Disability Checklist and Secondary Test battery were investigated in the third study (Research Report No. 11).
2015-01-16T18:04:36Z
2015-01-16T18:04:36Z
1980-01-01
Book
Deshler, D. D., Alley, G. R. & Mellard, D. F. (1980) The Homogeneity of Identifaction Decisions by Different Groups on LD Adolescents [Research Report 9]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16284
Research Report / Institute for Research in Learning Disabilities;9
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163082019-04-12T14:54:17Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_8220col_1808_7166
2015-01-16T21:47:53Z
urn:hdl:1808/16308
Training Junior High School LD Students to Use a Test-Taking Strategy
Lee, Patricia
Alley, Gordon R.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study investigated whether or not regular classroom test scores of LD junior-high school students could be improved by training those students to use a a test-taking strategy. Results showed significantly higher posttest scores for the experimental than the control subjects. Test-taking skills were found to generalize across settings and subject matter.
2015-01-16T21:47:53Z
2015-01-16T21:47:53Z
1981-06-01
Book
Lee, P. & Alley, G. R. (1981) Training Junior High School LD Students to Use a Test-Taking Strategy [Research Report 38]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16308
Research Report / Institute for Research in Learning Disabilities;38
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162472019-04-12T14:53:46Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-14T20:53:34Z
urn:hdl:1808/16247
Toward the Development of an Intervention Model for Learning Disabled Adolescents
Schumaker, Jean B.
Deshler, Donald D.
Alley, Gordon R.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
2015-01-14T20:53:34Z
2015-01-14T20:53:34Z
1982-07-01
Book
Schumaker, J. B., Deshler, D. D., Alley, G. R. & Warner, M. M., (1982) Toward the Development of an Intervention Model for Learning Disabled Adolescents [Research Monograph 14]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16247
Research Monograph / Institute for Research in Learning Disabilities;14
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162342019-04-12T14:53:39Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-14T18:50:17Z
urn:hdl:1808/16234
An Approach for the Design and Implementation of Nonacademic Interventions with LD Adolescents
Altman, Reuben
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This paper presents an alternative approach to research in learning disabilities among adolescents and young adults. The author proposes that low achieving adolescents labeled "learning disabled" should play a role in research efforts in which they are involved. While much research focuses on educational interventions following basic research formats, research described in this paper would focus on psychosocial concerns within a larqely natural or nonartifical
context. In addition, the contribution which the LD adolescent can make to the design and implementation of their own treatment program is stressed.
2015-01-14T18:50:17Z
2015-01-14T18:50:17Z
1980-01-01
Book
Altman, R. (1980) An Approach for the Design and Implementation of Nonacademic
Interventions with LD Adolescents [Research Monograph 3]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16234
Research Monograph / Institute for Research in Learning Disabilities;2
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163492019-04-12T14:54:34Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
2015-01-22T21:07:00Z
urn:hdl:1808/16349
Barriers to Planning for At-Risk students Implications for Teacher Planning
Lenz, B. Keith
Kissam, Brenda
Roth, Janet
Bulgren, Janis A.
Melvin, Jeff
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Most studies to date of teacher planning have focused on teachers at the elementary level. The research reported here seeks to expand our knowledge of teacher planning to include the experiences of secondary teachers planning for academically diverse classes. Specifically, we sought to identify barriers perceived by teachers in their planning of diverse classes which may include learning disabled and other at-risk students.
2015-01-22T21:07:00Z
2015-01-22T21:07:00Z
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) Barriers to Planning for At-Risk students Implications for Teacher Planning [Research Report 72]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16349
Research Report / Institute for Research in Learning Disabilities;72
openAccess
oai:kuscholarworks.ku.edu:1808/163112019-04-12T14:54:14Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
2015-01-20T19:26:45Z
urn:hdl:1808/16311
Production Deficiency vs. Processing Dysfunction: An Experimental Assessment
Mellard, Daryl F.
Alley, Gordon R.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
According to Torgesen (1977), LD students deficient performance is not reflective of cognitive processing deficits but of a production deficiency. The student is capable of satisfactory achievement, but does not achieve at such a level due to a passive approach to learning. This
study evaluated these hypotheses using a discrimination learning task and varied reinforcement . LD students were matched with nonhandicapped peers and administered discrimination learning problems with treatment (reinforcement, response cost) and control conditions . Torgesen's hypothesis was not supported. Processing deficits were identified in the LD students ability to code, recode, and recall information compared to regular class students. They also were deficient in benefiting from explicit feedback. All students in the control group demonstrated overall superior performance to those in the reinforcement, response cost condition. The findings were related to influencing behavioral traits and cognitive deficits.
2015-01-20T19:26:45Z
2015-01-20T19:26:45Z
1981-04-01
Book
Mellard, D. F. & Alley, G. R. (1981) Production Deficiency vs. Processing Dysfunction: An Experimental Assessment [Research Report 40]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16311
Research Report / Institute for Research in Learning Disabilities;40
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162972019-04-12T14:54:09Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T20:28:06Z
urn:hdl:1808/16297
A Comparison of Learning Disabled Adolescents with Specific Arithmetic and Reading Disabilities
Pieper, Edward L.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Forty-three junior high learning disabilities programs were surveyed to identify students who were specifically disabled in either arithmetic or reading. The results indicated that students with a specific disability in arithmetic were found in larger LD programs. There was no difference between the two groups and WISC Verbal scores. However, students specifically disabled in arithmetic were significantly lower on WISC Performance scores.
2015-01-16T20:28:06Z
2015-01-16T20:28:06Z
1980-01-01
Book
Pieper, E. L. & Deshler, D. D. (1980) A Comparison of Learning Disabled Adolescents with Specific Arithmetic and Reading Disabilities [Research Report 27]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16297
Research Report / Institute for Research in Learning Disabilities;27
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162962019-04-12T14:54:09Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T20:20:40Z
urn:hdl:1808/16296
Analysis of Cognitive Abilities of Adolescents Learning Disabled Specifically in Arithmetic Computation
Pieper, Edward L.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This investigation identified a group of adolescents homogeneously defined as specifically learning disabled in arithmetic and examined whether cognitive processes measured by visual-spatial, visual-reasoning, and visual-memory tasks are related to this task failure. The results indicate that a relationship exists between two major components in the LD definition --academic
task failure and specific cognitive abilities. There is validity to these two components when a very specific population of students disabled in arithmetic have been identified.
2015-01-16T20:20:40Z
2015-01-16T20:20:40Z
1980-01-01
Book
Pieper, E. L. & Deshler, D. D. (1980) Analysis of Cognitive Abilities of Adolescents Learning Disabled Specifically in Arithmetic Computation [Research Report 26]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16296
Research Report / Institute for Research in Learning Disabilities;26
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162482019-04-12T14:53:46Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_8220col_1808_7166
2015-01-14T21:15:58Z
urn:hdl:1808/16248
An Investigation of the Demands on Oral Language Skills of Learning Disabled Students in Secondary Classrooms
Moran, Mary Ross
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The demands placed upon students in mainstream secondary classrooms by the oral language behaviors of teachers were investigated by applying 12 categories of utterance types to audiotape-recorded class sessions. Data were analyzed for the total group of 32 teachers, for junior and senior high teachers as two independent groups, and for teachers of English, mathematics, science and social studies as four independent groups. Analysis of variance revealed significant differences in favor of lectures over questions, commands over checks of understanding of commands, and commands over feedback. Results support a conclusion that the lecture format of secondary core classrooms does not take into account the learning characteristics of learning disabled students.
2015-01-14T21:15:58Z
2015-01-14T21:15:58Z
1980-01-01
Book
Moran, M. R. (1980) An Investigation of the Demands on Oral Language Skills of Learning Disabled Students in Secondary Classrooms [Research Report 1]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16248
Research Report / Institute for Research in Learning Disabilities;1
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163182019-04-12T14:54:19Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-20T20:18:22Z
urn:hdl:1808/16318
Teaching Self-Control Procedures to Learning Disabled Youths
Foster, Carol
Dennis, Connie
Maxwell, Joni
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study developed and evaluated a self-instructional booklet that teaches adolescents to change their behaviors with minimal intervention from other individuals. The subjects, to varying degrees, learned the principles of self-control and applied the principles to their own behaviors. The application of the sett-control procedures produced inconsistent results both within and across subjects.
2015-01-20T20:18:22Z
2015-01-20T20:18:22Z
1981-04-01
Book
Foster, C., Dennis, C. & Maxwell, J. (1981) Teaching Self-Control Procedures to Learning Disabled Youths [Research Report 47]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16318
Research Report / Institute for Research in Learning Disabilities;47
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162382019-04-12T14:53:39Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-14T19:46:35Z
urn:hdl:1808/16238
A Research Strategy for Studying Learning Disabled Adolescents and Young Adults
Schumaker, Jean B.
Alley, Gordon R.
Warner, Michael M.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Unique problems related to adolescents and young adults which researchers must consider in designing interventions are discussed. These unique factors associate with the condition of learning disabilities in adolescents and young adults requires the development of a comprehensive and systematic research strategy. The authors present an argument for an epidemiology data base as a research strategy. An operational definition, advantages, and
problems of this research strategy are outlined. In addition, a brief synopsis of major findings from the IRLD's epidemiology research on LD adolescents and young adults is presented.
2015-01-14T19:46:35Z
2015-01-14T19:46:35Z
1980-01-01
Book
Schumaker, J. B., Alley, G. R., Warner, M. M., Deshler, D. D. (1980) A Research Strategy for Studying Learning Disabled Adolescents and Young Adults [Research Monograph 6]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16238
Research Monograph / Institute for Research in Learning Disabilities;6
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163002019-04-12T14:54:10Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-16T21:03:56Z
urn:hdl:1808/16300
Application of a Social Skill and Problem-Solving Group Training Program to Learning Disabled and Non-Learning Disabled Youth
Hazel, J. Stephen
Schumaker, Jean B.
Sheldon-Wildgen, Jan
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The efficacy of training social and problem-solving skills to learning disabled adolescents was evaluated by conducting a group skiff training program with three sets of youths: (a) LD adolescents attending an alternative high school, (b) non-LD youths attending the same school, and (c) court-adjudicated youths on probation with a juvenile court. Results of behavioral role-play tests showed that all three groups of youths performed the skills at low levels prior to training. With the training of each social skill, increases were shown by each group in that social skill level. Baseline levels of the untrained skills remained stable until after training. Initial increases apparent after training generally were maintained or increased throughout the program. On the cognitive problem-solving skill, LD adolescents showed a slight gain when compared to gains for non-LD and court-adjudicated youths.
2015-01-16T21:03:56Z
2015-01-16T21:03:56Z
1981-01-01
Book
Hazel, J. S., Schumaker, J. B. & Sheldon-Wildgen, J. (1981) Application of a Social Skill and Problem-Solving Group Training Program to Learning Disabled and Non-Learning Disabled Youth [Research Report 30]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16300
Research Report / Institute for Research in Learning Disabilities;30
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163072019-04-12T14:54:16Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-16T21:43:24Z
urn:hdl:1808/16307
The Effects Self-Regulation Training on the Academic Productivity of LD and NLD Adolescents
Seabaugh, Gary O.
Schumaker, Jean B.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
A self-regulation package was used to teach serf-control skills to 8 LD and 2 NLD adolescents in an experimental high school setting. These procedures were taught and reinforced in a series of student-teacher conferences. Results indicated that both LD and non-LD students increased the number of lessons they completed. Treatment effects were evidenced in generalizations from one academic area to another and self-initiation of increased student goals independent of a particular student-teacher conference in a few students.
2015-01-16T21:43:24Z
2015-01-16T21:43:24Z
1981-04-01
Book
Seabaugh, G. O. & Schumaker, J. B. (1981) The Effects Self-Regulation Training on the Academic Productivity of LD and NLD Adolescents [Research Report 37]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16307
Research Report / Institute for Research in Learning Disabilities;37
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163472019-04-12T14:54:19Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
2015-01-22T20:54:16Z
urn:hdl:1808/16347
Obstacles to Teaching in the Face of Academic Diversity: Implcations for Planning for Students with Disabilities
Lenz, B. Keith
Kissam, Brenda
Bulgren, Janis A.
Melvin, Jeff
Roth, Janet
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study was a collaborative project the incorporated the concerns and insights of 52 secondary science and social studies teachers in identifying the major obstacles in planning to teach academically diverse groups of students. These teachers participated in a series of Cooperative Study Groups (CSG ) to answer questions related to teaching and planning for their most academically diverse classes. The results of the first question posed at the CSG meetings are presented here. That question was "Thinking back on the last year of teaching, what would you say has been the most difficult obstacle that you have had to overcome in teaching science or social studies to an academically diverse group of students."
2015-01-22T20:54:16Z
2015-01-22T20:54:16Z
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) Obstacles to Teaching in the Face of Academic Diversity: Implcations for Planning for Students with Disabilities [Research Report 70]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16347
Research Report / Institute for Research in Learning Disabilities;70
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163202019-04-12T14:54:14Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-20T20:29:57Z
urn:hdl:1808/16320
Teaching Learning Disabled Junior High Students to Use Visual Imagery as a Strategy for Facilitating Recall of Reading Passages
Warner, Michael M.
Alley, Gordon R.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
)his study investigated whether recall of prose passages by LD students could be improved by training those students to use visual imagery when they read. Students in an imagery-training group received 30 minutes of instruction in the use of visual imagery while students in a paraphrase-recall practice group received 30 minutes of practice in reading passages and telling,
in their own words, the content of those passages. Students trained to use visual imagery did not exhibit improved paraphrase-recall relative to the practice group. However, trends within the data suggested that imagery training with LD students should be investigated further.
2015-01-20T20:29:57Z
2015-01-20T20:29:57Z
1981-06-01
Book
Warner, M. M. & Alley, G. R. (1981) Teaching Learning Disabled Junior High Students to Use Visual Imagery as a Strategy for Facilitating Recall of Reading Passages [Research Report 49]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16320
Research Report / Institute for Research in Learning Disabilities;49
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163222019-04-12T14:54:13Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-20T20:57:47Z
urn:hdl:1808/16322
Visual Imagery and Self-Questioning: Strategies to Improve Comprehension of Written
Clark, Frances L.
Warner, Michael M.
Alley, Gordon R.
Deshler, Donald D.
Schumaker, Jean B.
Vetter, Alice F.
Nolan, Susan
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Two learning strategies, visual imagery and-self-questioning, designed to increase reading comprehension were taught to six learning disabled students using a multiple-baseline across strategies design. Results of the study indicate that LD students can learn the two strategies and can apply them in both reading-ability level and grade-level materials. The students' use of the strategies resulted in greater comprehension scores from the pretest in baseline to the posttest after training.
Instructional time for each strategy ranged from five to seven hours.
2015-01-20T20:57:47Z
2015-01-20T20:57:47Z
1981-06-01
Book
Clark, F. L., Warner, M. M., Alley, G. R., Deshler, D. D., Schumaker, J. B., Vetter, A. F., & Nolan, S. M. (1981) Visual Imagery and Self-Questioning: Strategies to Improve Comprehension of Written [Research Report 51]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16322
Research Report / Institute for Research in Learning Disabilities;51
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162792019-04-12T14:54:03Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-16T15:35:34Z
urn:hdl:1808/16279
Formal Reasoning Abilities of Learning Disabled Adolescents: Implications for Mathematics Instruction
Skrtic, Thomas M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Modern mathematics education relies heavily upon the cognitive theories of Jean Piaget and Jerome Bruner. These theories provide the basis for explanations of levels of development as well as direction for instructional procedures. Research related to cognitive abilites in learning disabled adolescents, specifically in mathematics, are virtually nonexistent. The present investigation sought to determine the level of formal reasoning in mathematics of LD adolescents. The results of the study suggest that LD junior high school students are functioning at the concrete operations stage of Piaget's developmental sequence. The need for mathematics interventions which use interactive and iconic, as well as verbal/symbolic, representations is stressed.
2015-01-16T15:35:34Z
2015-01-16T15:35:34Z
1980-01-01
Book
Skrtic, T. M. (1980) Formal Reasoning Abilities of Learning Disabled Adolescents: Implications for Mathematics Instruction [Research Report 7]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16279
Research Report / Institute for Research in Learning Disabilities;7
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162532019-04-12T14:53:48Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_8220col_1808_7166
2015-01-14T21:52:50Z
urn:hdl:1808/16253
Behavioral Assessment of Job-Related Skills: Implications for Learning Disabled Young Adults
Mathews, R. Mark
Whang, Paula L.
Fawcett, Stephen B.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Th is study, using direct observation and measurement techniques, analyzed the occupational skills
of these two groups. The results showed that the employed adults performed significantly better on each of the thirteen job-related skills involved in the occupational skills assessment . These differences were found consistent across job-finding and job-retention skills. These findings
suggest that an important role for employment counselors might be to teach the skills involved in finding and retaining employment to unemployed persons.
2015-01-14T21:52:50Z
2015-01-14T21:52:50Z
1980-01-01
Book
Mathews, R. M., Whang, P. L. & Fawcett, S. B. (1980) Behavioral Assessment of Job-Related Skills: Implications for Learning Disabled Young Adults [Research Report 6]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16253
Research Report / Institute for Research in Learning Disabilities;6
openAccess
oai:kuscholarworks.ku.edu:1808/163282019-04-12T14:54:12Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-20T21:48:13Z
urn:hdl:1808/16328
The Development of a Self-Rating Instrument to Screen for Learning Disabilities Among Adolescents and Young Adults
Alley, Gordon R.
Deshler, Donald D.
Warner, Michael M.
White, Warren J.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The research described in this report represents the further development of a series of studies to develop and test screening procedures for learning disabilities among adolescent and young adult populations. The classification of students on a checklist in which they responded to self-statements concerning learning problems remained similar for most students across two successive administrations of the checklist. The validity of the checklist was only partially supported. The checklist was effective in discriminating LD students from normally-achieving students, but less effective in discriminating between LD and low-achieving students.
2015-01-20T21:48:13Z
2015-01-20T21:48:13Z
1982-06-01
Book
Alley, G. R., Deshler, D. D., Warner, M. M. & White, W. J. (1982) The Development of a Self-Rating Instrument to Screen for Learning Disabilities Among Adolescents and Young Adults [Research Report 59]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16328
Research Report / Institute for Research in Learning Disabilities;59
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162872019-04-12T14:53:51Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T18:47:13Z
urn:hdl:1808/16287
A Multi-Trait Multi-Method Analysis of the Bayesian Screening Instrument and Test Battery for LD Adolescents
Alley, Gordon R.
Deshler, Donald D.
Mellard, Daryl F.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Three related studies were designed to address some key issues confronting the learning disability field concerning the identification of learning disabled adolescents . The first study (Research Report No. 9) addressed the question of which group(s) of professionals or parents make the most homogeneous identification decisions on learning disabilities' criteria. ·In the second study, (Research Report No. 10) the temporal and interscorer reliability as well as the construct and content validity of the Modified Component Disability Instrument was investigated. The reliability and validity of the Modified Component Disability Checklist and Secondary Test battery were investigated in the third study (Research Report No. 11).
2015-01-16T18:47:13Z
2015-01-16T18:47:13Z
1980-01-01
Book
Alley, G. R., Deshler, D. D., Mellard, D. F. & Warner, M. M. (1980) A Multi-Trait Multi-Method Analysis of the Bayesian Screening Instrument and Test Battery for LD Adolescents [Research Report 11]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16287
Research Report / Institute for Research in Learning Disabilities;11
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/171932019-04-12T14:53:37Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-03-24T18:08:16Z
urn:hdl:1808/17193
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Behavioral and Emotional Status From the Perspective of Parents and Teachers
Alley, Gordon R.
Warner, Michael M.
Schumaker, Jean B.
Deshler, Donald D.
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults.
Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characteristics to gain a more complete profile of the older LD individual.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-03-24T18:08:16Z
2015-03-24T18:08:16Z
1980-01-01
Book
Alley, G.R., Warner, M.M., Schumaker, J. B., Desher, D. D. & Clark, F.L. (1980) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Behavioral and Emotional Status From the Perspective of Parents and Teachers [Research Report 16]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/17193
Research Report / Institute for Research in Learning Disabilities;16
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162952019-04-12T14:54:08Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T20:09:23Z
urn:hdl:1808/16295
Performance of Learning Disabled High School Students on the Armed Services Vocational Aptitude Battery
Harnden, G. Mack
Meyen, Edward L.
Alley, Gordon R.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study examined the performance of 24 LD high school students on the Armed Services Vocational Aptitude Battery, A total of 29.2/. of the LD subjects ware found to qualify for enlistment in the Army based on the requirements for high school graduates, while 16.7% qualified based on the non-high school graduate requirements. Based on high school graduate requirements, 33.3% qualified for the Marine Crops, 37.5% qualified for the Navy, and 4.2% qualified for the Air Force. The vocational areas in which the students qualified most frequently were Skilled Technical. Clerical, Combat Arms, Machine and Vehicle Operators, Food Service, and General Maintenance.
2015-01-16T20:09:23Z
2015-01-16T20:09:23Z
1980-01-01
Book
Harnden, G. M., Meyen, E. L., Alley, G.R. & Deshler, D. D. (1980) Performance of Learning Disabled High School Students on the Armed Services Vocational Aptitude Battery [Research Report 24]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16295
Research Report / Institute for Research in Learning Disabilities;24
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162352019-04-12T14:53:39Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-14T19:05:24Z
urn:hdl:1808/16235
A Model for Conducting Research with Learning Disabled Adolescents and Young Adults
Meyen, Edward L.
Schiefelbusch, Richard L.
Deshler, Donald D.
Alley, Gordon R.
Schumaker, Jean B.
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Issues from the field of learning disabilities and the field of education in general which impact the learning disabled individual are discussed as they relate to research with learning disabled adolescents and young adults . Based on this knowledge of the context in which the LD adolescent is required to function, a research model that allows a commitment to programmatic research leading to the validation of interventions as well as the generation and investigation of new research questions is presented. Critical questions within the three research areas of the Institute epidemiology, intervention, and generalization-- are discussed as they relate to this research model.
2015-01-14T19:05:24Z
2015-01-14T19:05:24Z
1980-01-01
Book
Meyan, E. L., Schiefelbush, B. L., Deshler, D. D., Alley, G. R., Schumaker, J.B. & Clark, F. L. (1980) A Model for Conducting Research with Learning Disabled Adolescents and Young Adults [Research Monograph 3]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16235
Research Monograph / Institute for Research in Learning Disabilities;3
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163272019-04-12T14:54:13Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-20T21:39:51Z
urn:hdl:1808/16327
Structural Linkages, Expectancy Climate and School Effectiveness
Miskel, Cecil
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The purpose of the investigation was to determine the effects of structural linkages and expectancy climate on four indicators of school effectiveness and to assess the stability and patterns of relationships during a school year. Samples of teachers and students from 89 elementary and secondary schools participated in the study. The structural linkage variables were consistent predictors of the criterion variables, especially later in the school year.
2015-01-20T21:39:51Z
2015-01-20T21:39:51Z
1982-07-01
Book
Miskel, C. (1982) Structural Linkages, Expectancy Climate and School Effectiveness [Research Report 58]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16327
Research Report / Institute for Research in Learning Disabilities;58
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162412019-04-12T14:53:44Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-14T20:03:33Z
urn:hdl:1808/16241
A Response to Evolving Practice in Assessment and Intervention for Mildly Handicapped Adolescents
Meyen, Edward L.
Lehr, Donna H.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This paper examines the developmental history of programs for mildly mentally retarded and learning disabled adolescents. Curriculum/instructional alternatives are discussed and a rationale presented for consideration of a student's educational history when making instructional decisions. This rationale is predicated on the perspective that many mildly handicapped students have not been subjected to intensive instruction during their school years despite having received special educational services. Characteristics of intensive instruction and options for the implementation of such instruction is presented.
2015-01-14T20:03:33Z
2015-01-14T20:03:33Z
1980-01-01
Book
Meyen, E. L., Lehr, D. H. (1980) A Response to Evolving Practice in Assessment and Intervention for Mildly Handicapped Adolescents [Research Monograph 8]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16241
Research Monograph / Institute for Research in Learning Disabilities;8
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162492019-04-12T14:53:47Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-14T21:22:02Z
urn:hdl:1808/16249
Identification of Learning Disabled Adolescents: A Bayesian Approach
Alley, Gordon R.
Deshler, Donald D.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The identification of learning disabled adolescents for program placement is a major concern of school personnel. The identification model discussed in this article addresses an array of problems associated with identification of LD populations. The Bayesian approach is an alternative to traditional methods that rely primarily on psychometric data or classroom/clinical observation for identification decisions.
2015-01-14T21:22:02Z
2015-01-14T21:22:02Z
1980-01-01
Book
Alley, G. R., Deshler, D. D. & Warner, M. M. (1980) Identification of Learning Disabled Adolescents: A Bayesian Approach [Research Report 2]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16249
Research Report / Institute for Research in Learning Disabilities;2
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162992019-04-12T14:54:11Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T20:52:15Z
urn:hdl:1808/16299
A Comparison of Youths Who Have Committed Delinquent Acts with Learning Disabled, Low-Achieving, and Normally Achieving Adolescents
Lenz, B. Keith
Warner, Michael M.
Alley, Gordon R.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study compared a group of youths who had committed delinquent acts with LD, low-achieving, and normally-achieving adolescents. Youths who had committed delinquent acts most resembled the low-achieving group based on student and parent interview responses. The delinquent youth group generally indicated below average grade point averages; however, their achievement test scores were average. In addition, family relationships and difficulty in problem solving appeared to distinguish this group from all three groups.
2015-01-16T20:52:15Z
2015-01-16T20:52:15Z
1980-12-01
Book
Lenz, B. K., Warner, M. M., Alley, G. R. & Deshler, D. D. (1980) A Comparison of Youths Who Have Committed Delinquent Acts with Learning Disabled, Low-Achieving, and Normally Achieving Adolescents [Research Report 29]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16299
Research Report / Institute for Research in Learning Disabilities;29
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162942019-04-12T14:54:05Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-16T20:03:00Z
urn:hdl:1808/16294
An Application of Attribution Theory to Developing Self-Esteem in Learning Disabled Adolescents
Tollefson, Nona
Tracy, D. B.
Johnsen, E. Peter
Borgers, Sherry
Buenning, Meredith
Farmer, Art
Barke, Charles
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The study found that LD adolescents did not differ significantly from non-LD adolescents in their esponses to general self esteem and attribution questionnaires. Effort attribution training brought no significant increase in effort attributions for the experimental group of LD students. LD students reported the effort was a factor that explained success or failure in achievement tasks, but also reported that factors other than effort explained their personal success or failure on a specific spelling task.
2015-01-16T20:03:00Z
2015-01-16T20:03:00Z
1980-01-01
Book
Tollefson, N., Tracy, D. B., Johnsen, E. P., Borgers, S., Buenning, M., Farmer, A. & Barke, C. (1980) An Application of Attribution Theory to Developing Self-Esteem in Learning Disabled Adolescents [Research Report 23]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16294
Research Report / Institute for Research in Learning Disabilities;23
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162502019-04-12T14:53:42Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-14T21:34:35Z
urn:hdl:1808/16250
Identification Decisions: Who is the Most Consistent?
Alley, Gordon R.
Deshler, Donald D.
Mellard, Daryl F.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study was designed to: (a) examine the type of judgments on LD characteristics rendered by multidisciplinary team members and (b) explore which of the groups typically represented on a staffing team was most homogeneous in making decisions on LD students. The consistency of judgment among groups were comparable when making judgments on LD and non-LD characteristics. Thus, the findings were supportive of the multidisciplinary approach to identification and evaluation of LD children and youth.
2015-01-14T21:34:35Z
2015-01-14T21:34:35Z
1980-01-01
Book
Alley, G. R., Deshler, D. D., Warner, M. M. (1980) Identification Decisions: Who is the Most Consistent? [Research Report 3]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16250
Research Report / Institute for Research in Learning Disabilities;3
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163132019-04-12T14:54:21Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_8220col_1808_7166
2015-01-20T19:39:09Z
urn:hdl:1808/16313
Teaching Job-Related Social Skills to Learning Disabled Adolescents
Whang, Paula L.
Fawcett, Stephen B.
Mathews, R. Mark
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Previous research has indicated that LD adolescents perform poorly on a test of employment-related social skills (Mathews, Whang, & Fawcett, in press). The purpose of this study was to evaluate the effects of training procedures designed to teach various job-related social skills to learning disabled adolescents. Six job-related social skills were trained using written instructional materials and role-playing practice to criterion. The results showed that the learning disabled adolescents performed the skills in role-playing situations better after training than before training. Generalization measures taken at the adolescents place of employment also suggest the generality of the training effects to actual work environments.
2015-01-20T19:39:09Z
2015-01-20T19:39:09Z
1981-04-01
Book
Whang, P. L., Fawcett, S. B., & Mathews, R. M. (1981) Teaching Job-Related Social Skills to Learning Disabled Adolescents [Research Report 42]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16313
Research Report / Institute for Research in Learning Disabilities;42
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163192019-04-12T14:54:17Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-20T20:25:34Z
urn:hdl:1808/16319
Implementing Goal Setting Activities with LD Adolescents
Tollefson, Nona
Tracy, D. B.
Johnsen, E. Peter
Buenning, Meredith
Farmer, Art
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
In this study, LD adolescents were taught to set realistic goals, to expend effort to achieve the goals, and to accept responsibility for achieving or failing to achieve their goals. The intervention produced a significant increase in the number of students exhibiting realistic goal setting strategies. During training, LD students produced a significantly greater number of effort attributions than ability, task difficulty, or luck attributions. The treatment group also increased internal attributions.
2015-01-20T20:25:34Z
2015-01-20T20:25:34Z
1981-06-01
Book
Tollefson, N., Tracy, D. B., Johnsen, E. P., Buenning, M. & Farmer, A. (1981) Implementing Goal Setting Activities with LD Adolescents [Research Report 48]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16319
Research Report / Institute for Research in Learning Disabilities;48
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163212019-04-12T14:54:23Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_8220col_1808_7166
2015-01-20T20:47:20Z
urn:hdl:1808/16321
A Comparison of Five Discrepancy Criteria for Determining Learning Disabilities in Secondary School Populations
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Two groups of students were identified in grades 7 through 12--a school-defined learning disabled group and a group of low achieving students who were not receiving special education services. Five operational definitions of discrepancy were applied using test information obtained- from the two groups to determine the correspondence between the existing classification of the students and classifications based on each of the five discrepancy criteria. Two criteria were found to be
the most consistent with-current public school practice in selecting LD students. However, a substantial proportion of low-achieving students met these two LD criteria.
2015-01-20T20:47:20Z
2015-01-20T20:47:20Z
1981-06-01
Book
Warner, M. M. (1981) A Comparison of Five Discrepancy Criteria for Determining Learning Disabilities in Secondary School Populations [Research Report 50]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16321
Research Report / Institute for Research in Learning Disabilities;50
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163052019-04-12T14:54:10Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-16T21:34:15Z
urn:hdl:1808/16305
A Comparison of Formal Features of Oral Language of Learning Disabled, Low-Achieving and Achieving Secondary Students
Moran, Mary Ross
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The oral language skills of 20 LD, 18 low-achieving, and 20 achieving students in grades 7 through 10 were analyzed using a one-minute audiotaped discussion of general information topics. Results indicated that differences were not significant among the groups on oral language characteristics such as grammatical conventions, mean length of utterance, and selection of specific vocabulary classes. Minor differences in productivity were the only discriminating features.
2015-01-16T21:34:15Z
2015-01-16T21:34:15Z
1981-08-01
Book
Moran, M. R. (1981) A Comparison of Formal Features of Oral Language of Learning Disabled, Low-Achieving and Achieving Secondary Students [Research Report 35]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16305
Research Report / Institute for Research in Learning Disabilities;35
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/171992019-04-12T14:53:38Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-03-24T18:57:30Z
urn:hdl:1808/17199
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Classification and Discrimination of Learning Disabled and Low-Achieving Adolescents
Warner, Michael M.
Alley, Gordon R.
Deshler, Donald D.
Schumaker, Jean B.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults.
Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characterisecs to gain a more complete profile of the older LD individual.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-03-24T18:57:30Z
2015-03-24T18:57:30Z
1980-01-01
Book
Warner, M.M., Alley, G.R., Desher, D. D. & Schumaker, J. B. (1980) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Classification and Discrimination of Learning Disabled and Low-Achieving Adolescent [Research Report 20]. Institute for Research in Learning Disabilities, Lawrence, KS
http://hdl.handle.net/1808/17199
Research Report / Institute for Research in Learning Disabilities;20
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162442019-04-12T14:53:43Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-14T20:30:13Z
urn:hdl:1808/16244
An Approach to Learning Strategy Training for Groups of Secondary Students
Schumaker, Jean B.
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The purpose of this article is to outline specific instructional procedures that can be used effectively to teach LD adolescents in small-group settings. Specifically, the article covers the following: a brief review of research on 1 earning strategies conducted by the University of Kansas
Institute for Research in Learning Disabilities, (KU-IRLD); a set of instructional procedures for teaching specific learning strategies to groups of LD adolescents; and a set of general principles for teaching learning strategies to groups of students.
2015-01-14T20:30:13Z
2015-01-14T20:30:13Z
1982-09-01
Book
Schumaker, J. B. & Clark, F. L. (1982) An Approach to Learning Strategy Training for Groups of Secondary Students [Research Monograph 11]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16244
Research Monograph / Institute for Research in Learning Disabilities;11
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163442019-04-12T14:54:20Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
2015-01-22T20:29:23Z
urn:hdl:1808/16344
Efforts to Enhance Personal Growth When Teaching Academically Diverse Classes
Lenz, B. Keith
Melvin, Jeff
Kissam, Brenda
Bulgren, Janis A.
Roth, Janet
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study was undertaken to identify what kinds of professional growth experiences teachers value within the context of the challenge presented by academic diversity in their classrooms. The research was carried out With teachers participating in small Cooperative Study Groups discussing issues related to professional growth in teaching. Teacher responses were then analyzed to discern trends and patterns.
2015-01-22T20:29:23Z
2015-01-22T20:29:23Z
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) Efforts to Enhance Personal Growth When Teaching Academically Diverse Classes [Research Report 67]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16344
Research Report / Institute for Research in Learning Disabilities;67
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162462019-04-12T14:53:44Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-14T20:46:47Z
urn:hdl:1808/16246
Learning Disabilities in Adolescents and Young Adult Populations: Research Implications Part 2
Alley, Gordon R.
Deshler, Donald D.
Clark, Frances L.
Schumaker, Jean B.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
2015-01-14T20:46:47Z
2015-01-14T20:46:47Z
1982-07-01
Book
Alley, G. R., Deshler, D. D., Clark, F. L., Schumaker, J. B. & Warner, M. M. (1982) Learning Disabilities in Adolescents and Young Adult Populations: Research Implications Part 2 [Research Monograph 13]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16246
Research Monograph / Institute for Research in Learning Disabilities;13
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163302019-04-12T14:54:18Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-20T22:06:40Z
urn:hdl:1808/16330
Mainstream Teachers' Responses to Formal Features of Writing by Secondary/Learning Disabled Students
Moran, Mary Ross
DeLoach, Thurma F.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The purpose of this study was to isolate specific formal features to determine which of seven features contributed most to teachers' ratings, and to learn whether secondary teachers of core subjects would disregard gross errors of spelling and mechanics if they were told that paragraphs had been written by learning disabled students. Thirty-five teachers of English, social studies and science from tan schools ranked sets of paragraphs written by learning disabled (LO) students. Findings suggest that teacher demands for formal writing skills hold for LD students; that is, spelling errors will not be overlooked and teachers will expect elaborated sentences.
2015-01-20T22:06:40Z
2015-01-20T22:06:40Z
1982-07-01
Book
Moran, M. M. & DeLoach, T. F. (1982) Mainstream Teachers' Responses to Formal Features of Writing by Secondary/Learning Disabled Students [Research Report 61]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16330
Research Report / Institute for Research in Learning Disabilities;61
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/171982019-04-12T14:53:38Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-03-24T18:51:15Z
urn:hdl:1808/17198
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Social Status, Peer Relationships, Time Use and Activities In and Out of School
Deshler, Donald D.
Schumaker, Jean B.
Warner, Michael M.
Alley, Gordon R.
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults.
Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characteristics to gain a more complete profile of the older LD individual.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-03-24T18:51:15Z
2015-03-24T18:51:15Z
1980-01-01
Book
Desher, D. D, Schumaker, J. B., Warner, M.M., Alley, G.R. & Clark, F.L. (1980) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Social Status, Peer Relationships, Time Use and Activities In and Out of School [Research Report 18]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/17198
Research Report / Institute for Research in Learning Disabilities;18
openAccess
oai:kuscholarworks.ku.edu:1808/163042019-04-12T14:54:10Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-16T21:26:08Z
urn:hdl:1808/16304
A Comparison of Formal Features of Written Language of Learning Disabled, Low-Achieving and Achieving Secondary Students
Moran, Mary Ross
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The written language characteristics of 26 learning disabled (LD), 26 low-achieving (LA) and 26 achieving (ACH) students in grades 7 through 10 were measured using paragraph-writing and topic-sentence tasks. findings indicated that only spelling discriminates LD--students from the pool of low-achieving students demonstrating average intellectual functioning. Results further disclosed that LD students differ from achieving students on four formal features of written language.
2015-01-16T21:26:08Z
2015-01-16T21:26:08Z
1981-04-01
Book
Moran, M. R. (1981) A Comparison of Formal Features of Written Language of Learning Disabled, Low-Achieving and Achieving Secondary Students [Research Report 34]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16304
Research Report / Institute for Research in Learning Disabilities;34
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163032019-04-12T14:54:11Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T21:21:29Z
urn:hdl:1808/16303
Multipass: A Learning Strategy for Improving Academic Performance of LD Adolescents
Schumaker, Jean B.
Deshler, Donald D.
Denton, Pegi
Alley, Gordon R.
Clark, Frances L.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Multipass, a complex learning strategy for gaining information from textbook chapters, was taught !9 eight learning disabled adolescents. Students learned the strategy following the institution of training and generalized their use of the strategy to grade level textbooks. Their grades on tests covering the textbook material improved after learning the strategy.
2015-01-16T21:21:29Z
2015-01-16T21:21:29Z
1981-04-01
Book
Schumaker, J. B., Deshler, D. D., Denton, P., Alley, G. R., Clark, F. L. & Warner, M. M. (1981) Multipass: A Learning Strategy for Improving Academic Performance of LD Adolescents [Research Report 33]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16303
Research Report / Institute for Research in Learning Disabilities;33
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162452019-04-12T14:53:45Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-14T20:42:02Z
urn:hdl:1808/16245
Learning Disabilities in Adolescents and Young Adult Populations: Research Implications Part 1
Deshler, Donald D.
Schumaker, Jean B.
Alley, Gordon R.
Warner, Michael M.
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
2015-01-14T20:42:02Z
2015-01-14T20:42:02Z
1982-07-01
Book
Deshler, D. D., Schumaker, J. B., Alley, G. R., Warner, M. M. & Clark, F. L. (1982) Learning Disabilities in Adolescents and Young Adult Populations: Research Implications Part 1 [Research Monograph 12]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16245
Research Monograph / Institute for Research in Learning Disabilities;12
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162932019-04-12T14:54:04Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-16T19:39:19Z
urn:hdl:1808/16293
An Observational Study of the Academic and Social Behaviors of Learning Disabled Adolescents in the Regular Classroom
Schumaker, Jean B.
Sheldon-Wildgen, Jan
Sherman, James A.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study examined the class performance of LD adolescents and the performance of their peers who are successful participants in the classroom environment . Data from live observations of 47 pairs of students (one LD and one non-LD student) were analyzed. The data reveal that the majority of student time was spent attending to work material and that very little interaction occurs between students and teachers. LD students spent more time in reading, writing, and notetaking and spent greater lengths of uninterrupted time in these behaviors. LD students engage in significantly more rule violations in the classroom than non-LD student. Results of this study suggest that there are many similarities and only a few differences between LD adolescents and their non-LD peers with regard to study, social, and classroom behaviors overtly observed in their regular classroom.
2015-01-16T19:39:19Z
2015-01-16T19:39:19Z
1980-01-01
Book
Schumaker, J. B., Sherman, J. A. & Sheldon-Wildgen, J. (1980) An Observational Study of the Academic and Social Behaviors of Learning Disabled Adolescents in the Regular Classroom [Research Report 22]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16293
Research Report / Institute for Research in Learning Disabilities;22
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163412019-04-12T14:54:36Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-22T19:58:46Z
urn:hdl:1808/16341
Identification and Intervention Procedures for the Learning Disabled in the Earle C. Clements Job Corps Report
Alley, Gordon R.
Brownlee, Jean E.
Deshler, Donald D.
White, Warren J.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This report details the procedures and findings of a program to identify and to intervene with LD corps members at a Job Corps training- center. The findings indicate that a valid LD identification procedure was developed and implemented, and that a modified learning strategies intervention procedure was implemented that markedly enhanced the academic performance of identified LD corps members.
2015-01-22T19:58:46Z
2015-01-22T19:58:46Z
1982-08-01
Book
Alley, G.R., Brownlee, J. E., Deshler, D. D. & White, W. J. (1982) Identification and Intervention Procedures for the Learning Disabled in the Earle C. Clements Job Corps Report [Research Report 64]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16341
Research Report / Institute for Research in Learning Disabilities;64
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162422019-04-12T14:53:39Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-14T20:12:13Z
urn:hdl:1808/16242
Research Approaches to Studying the Link Between Learning Disabilities and Juvenile Delinquency
Hazel, J. Stephen
Schumaker, Jean B.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
A relationship between learning disabilities and juvenile delinquency has been hypothesized for a period of time. Research on this relationship has been clouded with methodological difficulties. These problems include the definitions of learning disabilities and juvenile delinquency, the use of appropriate experimental designs, and the difficulty of obtaining informed consent in the court system. A current study through The University of Kansas Institute for Research in Learning Disabilities which is intervening with learning disabled youth in the juvenile court is described. Finally, key questions in the field are proposed with suggestion for future research.
2015-01-14T20:12:13Z
2015-01-14T20:12:13Z
1980-01-01
Book
Hazel, J. S., Schumaker, J. B., Deshler, D. D. (1980) Research Approaches to Studying the Link Between Learning Disabilities and Juvenile Delinquency [Research Monograph 9]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16242
Research Monograph / Institute for Research in Learning Disabilities;9
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163122019-04-12T14:54:13Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_8220col_1808_7166
2015-01-20T19:34:04Z
urn:hdl:1808/16312
Teaching Job-Seeking Skills to Learning Disabled Adolescents: An Experimental Analysis and Social Validation
Mathews, R. Mark
Fawcett, Stephen B.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Procedures designed to teach the skills involved in completing an employment application and resume writing were evaluated with three learning disabled adolescents using a multiple-baseline design. Training involved reading instructional materials, practicing skills on sets of application materials to a criterion performance, and trainer feedback during and after each practice trial . Results showed that training was effective in teaching resume writing and employment application completion skills. Rating data obtained from potential employers suggest that training was effective in improving the appearance and content of the application materials. In addition, the employers viewed applicants as better qualified for employment after training and stated that they were more
likely to invite the applicants in for a job interview. The study demonstrates an effective method of training job-seeking skills and for assessing the impact of training on employers' perception of the applicants.
2015-01-20T19:34:04Z
2015-01-20T19:34:04Z
1981-04-01
Book
Mathews, R. M. & Fawcett, S. B. (1981) Teaching Job-Seeking Skills to Learning Disabled Adolescents: An Experimental Analysis and Social Validation [Research Report 41]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16312
Research Report / Institute for Research in Learning Disabilities;41
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163512019-04-12T14:54:30Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-22T21:15:54Z
urn:hdl:1808/16351
Planning in the Face of Academic Diversity: Whose Questions Should We Be Answering?
Lenz, B. Keith
Schumaker, Jean B.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The goal of this investigation was to identify how regular high school and middle school social studies and science teachers approach teaching their most academically diverse class. Specifically, we sought to determine whether or not the typical special education model of individualization could be part of the framework of approaching academically diverse classes.
Information from this study will serve as the basis for conceptualizing interventions that will enable regular classroom teachers to better plan and teach students with mild handicaps.
2015-01-22T21:15:54Z
2015-01-22T21:15:54Z
1991-03-01
Book
Lenz, B. K., Schumaker, J. B. & Desher, D. D. (1991) Planning in the Face of Academic Diversity: Whose Questions Should We Be Answering? [Research Report 74]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16351
Research Report / Institute for Research in Learning Disabilities;74
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162902019-04-12T14:54:01Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T19:11:48Z
urn:hdl:1808/16290
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Health and Medical Aspects
Alley, Gordon R.
Deshler, Donald D.
Warner, Michael M.
Schumaker, Jean B.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-01-16T19:11:48Z
2015-01-16T19:11:48Z
1980-01-01
Book
Alley, G. R., Deshler, D. D., Warner, M. M. & Schumaker, J. B. (1980) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Health and Medical Aspects [Research Report 15]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16290
Research Report / Institute for Research in Learning Disabilities;15
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163152019-04-12T14:54:21Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-20T19:52:55Z
urn:hdl:1808/16315
Interactions Between Teachers and Learning Disabled and Non-Learning Disabled Adolescents
Powell, Lynda
Suzuki, Kunio
Atwater, Jane
Gorney-Krupsaw, Beth
Morris, Edward K.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
A number of recent studies with learning disabled children have suggested that they may have poor social skills; however, research with LD adolescents in school settings has reported few differences in LD and non-LD student-teacher interactions . In this study, an observational measurement system was used to examine interactions of LD students and their teachers and to compare these interactions with those of their normal peers . The students' perceptions of their classroom interactions were also assessed. No significant differences between LD student-teacher and NLD student-teacher interactions were observed . In addition, LD and NLD students exhibited similar perceptions of their interactions with their teachers.
2015-01-20T19:52:55Z
2015-01-20T19:52:55Z
1981-04-01
Book
Powell, L., Suzuki, K., Atwater, J., Gorney-Krupsaw, B. & Morris, E.K. (1981) [Research Report 44]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16315
Research Report / Institute for Research in Learning Disabilities;44
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163502019-04-12T14:54:35Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
2015-01-22T21:11:51Z
urn:hdl:1808/16350
The Plans of Secondary Social Studies and Science Teachers for Teaching an Academically Diverse Class
Lenz, B. Keith
Kissam, Brenda
Roth, Janet
Bulgren, Janis A.
Melvin, Jeff
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The goal of this research was to learn how teachers plan for instruction of their classes made up of academically diverse students. We sought to identify not only what they plan to teach, but also what resources they draw on in their planning and what pedagogical methods they view as most effective with academically diverse groups of students.
2015-01-22T21:11:51Z
2015-01-22T21:11:51Z
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) The Plans of Secondary Social Studies and Science Teachers for Teaching an Academically Diverse Class [Research Report 73]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16350
Research Report / Institute for Research in Learning Disabilities;73
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162372019-04-12T14:53:41Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-14T19:31:14Z
urn:hdl:1808/16237
Assumptions and Strategies for Conducting Research with Learning Disabled Adolescents and Young Adults
Meyen, Edward L.
Schiefelbusch, Richard L.
Deshler, Donald D.
Alley, Gordon R.
Moran, Mary Ross
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This paper details the assumptions about learning disabled adolescents and young adults as well as assumptions about conducting research with this population held by researchers at the Kansas Institute. Strategies developed to facilitate the development and implementation of programmatic, institutional research are presented. The relationship among the research assumptions, goals and objectives, and strategies is an interactive process with each contributing to the development of and also evolving from the others.
2015-01-14T19:31:14Z
2015-01-14T19:31:14Z
1980-01-01
Book
Meyen, E. L., Schiefelbusch, R. L., Deshler, D. D., Alley, G. R., Moran, M. R., Clark, F. L. (1980) Assumptions and Strategies for Conducting Research with Learning Disabled Adolescents and Young Adults [Research Monograph 5]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16237
Research Monograph / Institute for Research in Learning Disabilities;5
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162512019-04-12T14:53:47Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_8220col_1808_7166
2015-01-14T21:43:02Z
urn:hdl:1808/16251
Development and Validation of an Occupational Skills Assessment Instrument
Mathews, R. Mark
Whang, Paula L.
Fawcett, Stephen B.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The development and validation of an occupational skills assessment instrument is described. The instrument was designed to describe accurately a participant's actual level of occupational skills
in a variety of job-related situations. The results showed that: (a) the situations involved in the assessment were considered by participants and employment experts to be important and representative, (b) the satisfaction ratings of employment experts were correlated with the observed performance of participants, and (c) participant performance as observed with the behavioral assessment instrument was correlated with observations using another method of measuring job-related behavior. These findings suggest that the occupational skills assessment instrument is a reliable and valid method of determining a person's skill in job-related situations.
2015-01-14T21:43:02Z
2015-01-14T21:43:02Z
1980-01-01
Book
Mathews, R. M., Whang, P. L. & Fawcett, S. B. (1980) Development and Validation of an Occupational Skills Assessment Instrument [Research Report 4]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16251
Research Report / Institute for Research in Learning Disabilities;4
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163452019-04-12T14:54:35Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
2015-01-22T20:35:33Z
urn:hdl:1808/16345
Factors Inhibiting Personal Growth When Teaching Academically Diverse Classes
Lenz, B. Keith
Melvin, Jeff
Kissam, Brenda
Bulgren, Janis A.
Roth, Janet
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study seeks to identify the factors that inhibit personal growth in teaching as teachers work to meet the needs of all students in academically diverse groups of learners. To identify these factors, researchers worked collaboratively with 42 secondary science and social studies teachers. Cooperative Study Groups were formed to discuss questions related to professional growth in teaching.
2015-01-22T20:35:33Z
2015-01-22T20:35:33Z
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) Factors Inhibiting Personal Growth When Teaching Academically Diverse Classes [Research Report 68]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16345
Research Report / Institute for Research in Learning Disabilities;68
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163062019-04-12T14:54:17Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-16T21:38:57Z
urn:hdl:1808/16306
Effects of Three Conferencing Procedures on the Academic Productivity of LD and NLD Adolescents
Seabaugh, Gary O.
Schumaker, Jean B.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The effects of teacher and parent conferencing procedures on lesson completion by LD and NLD adolescents in a learning center were investigated. Following teacher conferences, students showed initial increases; however, these were not maintained. Following parent conferences, student responses showed great variability. Overall, both procedures encouraged initial increases in lesson completion, but magnitude of change was minimal; neither produced generalization or maintenance effects.
2015-01-16T21:38:57Z
2015-01-16T21:38:57Z
1981-04-01
Book
Seabaugh, G. O. & Schumaker, J. B. (1981) Effects of Three Conferencing Procedures on the Academic Productivity of LD and NLD Adolescents [Research Report 36]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16306
Research Report / Institute for Research in Learning Disabilities;36
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/172032019-04-12T14:53:35Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-03-24T19:13:34Z
urn:hdl:1808/17203
Predictive Validity of Vocational Entry Measures and A Vocational Education Summative Criterion for LD Adolescents' Success in Vocational Programs
Wilcox, Daryl J.
Alley, Gordon R.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Historically, adolescents with specific learning disabilities (SLD) have been denied entry into vocational education programs due to vocational educators' negative assumptions about such students in terms of: (a) career choice, (b) academic skills, and (c) social behavior. In the present study, three instruments were administered to 21 SLD and 21 nonhandicapped students to measure their entry-level skills in these three areas. Entry scores were compared to summative grades earned in a regular vocational course.
The results indicated that there were no significant differences between the mastery and non-mastery groups on entry scores. The ma.thematic scores on the Basic Skills Assessment and the Career Maturity Inventory score were found to be significantly related to the vocational course grade for the nonhandicapped group. Although confidence intervals for the proportions of each group who reached mastery showed that a smaller proportion of the LD group reached mastery, the confidence bands of the two groups overlapped to a great extent. Thus, it was concluded there was no significant difference between the proportion of SLD and the proportion of nonhandicapped students who reached mastery levels in a regular vocational course. That is, once LD secondary-level students enter vocational training programs, their success appears related neither to their academic deficiencies nor to their classification as LD.
2015-03-24T19:13:34Z
2015-03-24T19:13:34Z
1982-06-01
Book
Wilcox, D.J. & Alley, G.R. (1982) Predictive Validity of Vocational Entry Measures and A Vocational Education Summative Criterion for LD Adolescents' Success in Vocational Programs [Research Report 56]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/17203
Research Report / Institute for Research in Learning Disabilities;56
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163322019-04-12T14:54:17Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-20T22:21:45Z
urn:hdl:1808/16332
A Mandated Minimum Competency Testing Program and Its Impact on Learning Disabled Students: Curricular Validity and Comparative Performances
Meyen, Edward L.
Alley, Gordon R.
Scannell, Dale P.
Harnden, G. Mack
Miller, Kelly F.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
In this study, LD specialists, regular class teachers, and parents of LD students judged that the objectives of the Kansas Minimum Competency Specifications prescribed for nonhandicapped students were applicable to LD students. In addition, the Kansas Minimal Competency Test was administered to LD students under standard and oral conditions. Results showed that they did not perform as well as their nonhandicapped peers at any of the five grade levels. The test was then administered under two modified conditions. Learning disabled students' performance on some objectives at every grade level was not improved by either administering items orally or administering the test one grade level above that designated for nonhandicapped students.
2015-01-20T22:21:45Z
2015-01-20T22:21:45Z
1982-06-01
Book
Meyen, E. L., Alley, G. R., Scannell, D. P., Harnden, G. M. & Miller, K. F. (1982) A Mandated Minimum Competency Testing Program and Its Impact on Learning Disabled Students: Curricular Validity and Comparative Performances [Research Report 63]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16332
Research Report / Institute for Research in Learning Disabilities;63
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/171972019-04-12T14:53:38Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-03-24T18:40:31Z
urn:hdl:1808/17197
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: The Relationship of Family Factors to the Condition of Learning Disabilities
Schumaker, Jean B.
Deshler, Donald D.
Alley, Gordon R.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults.
Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characteristics to gain a more complete profile of the older LD individual.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-03-24T18:40:31Z
2015-03-24T18:40:31Z
1980-01-01
Book
Schumaker, J. B., Desher, D. D., Alley, G.R. & Warner, M.M. (1980) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: The Relationship of Family Factors to the Condition of Learning Disabilities [Research Report 17]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/17197
Research Report / Institute for Research in Learning Disabilities;17
openAccess
Institute for Research in Learning Disabilities, Lawrence, KS
oai:kuscholarworks.ku.edu:1808/172012019-04-12T14:53:22Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-03-24T19:07:50Z
urn:hdl:1808/17201
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Performance on a Serial Recall Task and the Role of Executive Control
Warner, Michael M.
Schumaker, Jean B.
Alley, Gordon R.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Success on tasks requiring deliberate memorization depends, in part, on a student's ability to exert appropriate executive control during the learning session. Executive processes are invoked whenever an individual is required to match a specific mnemonic strategy to the requirements of a given task. Deficiencies in executive control are increasingly being implicated in mildly handicapped students' failure to transfer and generalize what they have learned. Very little data exist which describe the executive functioning of adolescents. The present study investigated the executive performance of learning disabled (LD) adolescents using a self-paced, serial recall task. LD adolescents' performance was compared to that of a group of low-achieving and a group of high-achieving adolescents. Both in terms of accuracy of recall and use of an appropriate memorization strategy, the high-achieving group outperformed a combined group of low achievers and LD students. With one exception, the performance of low-achieving and LD students did not differ when achievement was statistically controlled. For all three groups, accuracy of recall was significantly correlated with degree of use of an optimal mnemonic strategy. Finally, a large proportion of the LD adolescents were found to employ an appropriate executive strategy and, thus, could not be characterized as demonstrating deficient executive functioning.
2015-03-24T19:07:50Z
2015-03-24T19:07:50Z
1982-06-01
Book
Warner, M.M., Schumaker, J.B., Alley, G.R. & Deshler, D.D. (1982) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Performance on a Serial Recall Task and the Role of Executive Control [Research Report 55]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/17201
Research Report / Institute for Research in Learning Disabilities;55
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163172019-04-12T14:54:14Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-20T20:11:42Z
urn:hdl:1808/16317
The Relationship Between Learning Disabilities and Juvenile Delinquency: A Link Based on Family and School
Hudson, Floyd G.
Stanley, Sandra O.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study investigated the relationship between learning disabilities and juvenile delinquency with regard to the environmental factors of family and school. Subjects were 90 student-inmates from a correctional facility (23 LD, 15 JD, 47 LD/JD, and 5 "normal"). The variables characterizing the LD and JD groups were similar among groups and provided the basis for a LD/JD relationship.
2015-01-20T20:11:42Z
2015-01-20T20:11:42Z
1981-04-01
Book
Stanley, S. O. & Hudson, F. G. (1981) The Relationship Between Learning Disabilities and Juvenile Delinquency: A Link Based on Family and School [Research Report 46]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16317
Research Report / Institute for Research in Learning Disabilities;46
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163092019-04-12T14:54:10Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_8220col_1808_7166
2015-01-16T21:51:04Z
urn:hdl:1808/16309
The Effect of Teaching Sixth Graders with Learning Difficulties a Strategy for Solving Verbal Math Problems
Smith, Elaine M.
Alley, Gordon R.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
In this study, subjects were taught a seven-step verbal problem-solving strategy. Results indicated an increase in percent correct on eight mathematics word problems for each subject following intervention. Baseline probes never overlapped with treatment probes indicating that generalization is possible to other students in the population studied.
2015-01-16T21:51:04Z
2015-01-16T21:51:04Z
1981-04-01
Book
Smith, E. M. & Alley, G. R. (1981) The Effect of Teaching Sixth Graders with Learning Difficulties a Strategy for Solving Verbal Math Problems [Research Report 39]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16309
Research Report / Institute for Research in Learning Disabilities;39
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163432019-04-12T14:54:34Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
2015-01-22T20:22:20Z
urn:hdl:1808/16343
Characteristics of Good Collegiality Among Secondary Social Studies and Science Teachers When Teaching Academically Diverse Classes
Lenz, B. Keith
Melvin, Jeff
Kissam, Brenda
Bulgren, Janis A.
Roth, Janet
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The purpose or this study was to explore with teachers the characteristics of good collegiality that would enhance teacher satisfaction and effectiveness in facing the challenges presented by teaching academically diverse classes. The study was carried out by working with groups of secondary science and social studies teachers in Cooperative Study Groups. These groups discussed issues related to teacher professional growth and collegiality with a view toward identifying what characterized good collegiality of these teachers.
2015-01-22T20:22:20Z
2015-01-22T20:22:20Z
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) Characteristics of Good Collegiality Among Secondary Social Studies and Science Teachers When Teaching Academically Diverse Classes [Research Report 66]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16343
Research Report / Institute for Research in Learning Disabilities;66
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162822019-04-12T14:54:03Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-16T17:54:42Z
urn:hdl:1808/16282
The Regular Classroom Interactions of Learning Disabled Adolescents and Their Teachers
Skrtic, Thomas M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Research on the process of teaching indicates that students who are low achievers, hyperactive, defiant, and dependent receive less approval and support and more criticism and disapproval from their teachers. Further, students discriminate teacher approval and disapproval and form corresponding attitudes toward the teacher and learning which influences performance and adjustment. Since the implications are quite serious for learning disabled students in regular classrooms, this study tested these findings through direct observation of learning disabled adolescents in regular classrooms. Results indicated that teachers were equitable in their interactions with learning disabled and non-learning disabled students and did not perceive learning disabled students as more hyperactive, defiant, or dependent than non-learning
disabled students. Even though learning disabled students were treated like non-learning disabled students, they perceived less approval and more disapproval from their teachers and were happy in their regular classrooms significantly less often than non-learning disabled students.
2015-01-16T17:54:42Z
2015-01-16T17:54:42Z
1980-01-01
Book
Skrtic, T. M. (1980) The Regular Classroom Interactions of Learning Disabled Adolescents and Their Teachers [Research Report 8]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16282
Research Report / Institute for Research in Learning Disabilities;8
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163232019-04-12T14:54:14Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_8220col_1808_7166
2015-01-20T21:05:12Z
urn:hdl:1808/16323
Effects of Teaching a Questioning Strategy on Reading Comprehension of Learning Disabled Adolescents
Alley, Gordon R.
Hori, Ann K. O.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Nine junior high learning disabled students received a Questioning Treatment and an equivalent Control Group received traditional reading training. The results of this study confirmed the hypothesis that training a questioning strategy is an effective method to increase reading comprehension performance as measured by a formal reading test. No significant relationship was found between questioning frequency levels and reading comprehension performance, and no significant interaction occurred between training conditions and questioning frequency levels.
2015-01-20T21:05:12Z
2015-01-20T21:05:12Z
1981-06-01
Book
Alley, G. R. & Hori, A. K. O. (1981) Effects of Teaching a Questioning Strategy on Reading Comprehension of Learning Disabled Adolescents [Research Report 52]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16323
Research Report / Institute for Research in Learning Disabilities;52
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162332019-04-12T14:53:43Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-14T18:39:11Z
urn:hdl:1808/16233
Studying the Learning Disabled Adolescent Through Epidemiological and Intervention Research Tactics
Altman, Reuben
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This paper examines the relationship between epidemiological and intervention research with learning disabled adolescents. Several historical trends and contemporary issues (e.g., the importance of prevention as opposed to treatment efforts, applied vs. basic research, continuing questions related to definition and identification, and the heterogeneity of the population) which effect research in learning disabilities are discussed. With this background, Dr. Altman
advocates the simultaneous and interactive pursuit of epidemiology and intervention research.
2015-01-14T18:39:11Z
2015-01-14T18:39:11Z
1980-01-01
Book
Altman, R. (1980) Studying the Learning Disabled Adolescent Through Epidemiological and Intervention Research Tactics [Research Monograph 1]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16233
Research Monograph / Institute for Research in Learning Disabilities;1
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162522019-04-12T14:53:47Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_8220col_1808_7166
2015-01-14T21:48:35Z
urn:hdl:1808/16252
Behavioral Assessment of Occupational Skills of Learning Disabled Adolescents
Mathews, R. Mark
Whang, Paula L.
Fawcett, Stephen B.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study, using direct observation and measurement techniques, analyzed the differences in
occupational skills among learning disabled youths and their non-learning disabled peers . The results showed low levels of employment-related skills for both groups of high school adolescents . However, the non-LD high school students performed significantly better on the job-related skills. These differences were more marked for non-social interaction skills. These findings suggest the need for the development of employment preparation methods designed to teach the skills involved in finding and retaining employment .
2015-01-14T21:48:35Z
2015-01-14T21:48:35Z
1980-01-01
Book
Mathews, R. M., Whang, P. L.& Fawcett, S. B. (1980) Behavioral Assessment of Occupational Skills of Learning Disabled Adolescents [Research Report 5]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16252
Research Report / Institute for Research in Learning Disabilities;5
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163262019-04-12T14:54:20Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-20T21:29:11Z
urn:hdl:1808/16326
Teaching a Paragraph Organization Strategy to Learning Disabled Adolescents
Moran, Mary Ross
Schumaker, Jean B.
Vetter, Alice F.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
In this study, 8 LD students were taught a learning strategy to structure the organization of single paragraphs. Three paragraph styles ware taught. Results indicated: {a) paragraph styles appeared to be interdependent, (b) that LD students can learn to write organized paragraphs after receiving the strategy training, and (c) generalization across paragraph styles is inconsistent across students.
2015-01-20T21:29:11Z
2015-01-20T21:29:11Z
1981-08-01
Book
Moran, M. R., Schumaker, J. B. & Vetter, A. F. (1981) Teaching a Paragraph Organization Strategy to Learning Disabled Adolescents [Research Report 54]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16326
Research Report / Institute for Research in Learning Disabilities;54
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/171922019-04-12T14:53:36Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-03-24T17:57:51Z
urn:hdl:1808/17192
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Achievement and Ability, Socioeconomic Status, and School Experiences
Warner, Michael M.
Alley, Gordon R.
Schumaker, Jean B.
Deshler, Donald D.
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities
on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults. Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characteristics to gain a more complete profile of the older LD individual. Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex
nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but
important, piece of a larger whole.
2015-03-24T17:57:51Z
2015-03-24T17:57:51Z
1980-01-01
Book
Warner, M.M., Alley, G.R., Schumaker, J. B., Desher, D. D. & Clark, F.L. (1980) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Achievement and Ability, Socioeconomic Status, and School Experiences [Research Report 13]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/17192
Research Report / Institute for Research in Learning Disabilities;13
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163462019-04-12T14:54:20Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
2015-01-22T20:46:06Z
urn:hdl:1808/16346
Factors Promoting Personal Growth When Teaching Academically Diverse Classes
Lenz, B. Keith
Melvin, Jeff
Kissam, Brenda
Bulgren, Janis A.
Roth, Janet
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The study was conducted as a collaborative research project with 42 secondary science and social studies teachers in two school districts in eastern Kansas. Researchers and teachers met in a series of Cooperative Study Groups to discuss questions related to personal growth in teaching.
2015-01-22T20:46:06Z
2015-01-22T20:46:06Z
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) Factors Promoting Personal Growth When Teaching Academically Diverse Classes [Research Report 69]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16346
Research Report / Institute for Research in Learning Disabilities;69
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162362019-04-12T14:53:47Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-14T19:14:39Z
urn:hdl:1808/16236
Instructional Practices that Promote Acquisition and Generalization of Skills by Learning Disabled Adolescents
Deshler, Donald D.
Alley, Gordon R.
Warner, Michael M.
Schumaker, Jean B.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
While most efforts in programming for learning disabled adolescents have been directed to the content of instructional offering, the authors identify procedures to promote acquisition and generalization of skills . Exemplified within a learning strategies model, the procedures outlined here stress acquisition of specific strategies through learning it in isolation and then applying it to
controlled materials. The real effect of the instruction, however, is the degree to which the student can generalize the acquired strategy to the materials used in the regular classroom and to maintain the strategy over time. Specific procedures to promote generalization across settings and over time are identified and described. The acquisition and generalization procedures presented herein are currently being investigated by The University of Kansas Institute for Research in Learning Disabilities.
2015-01-14T19:14:39Z
2015-01-14T19:14:39Z
1980-01-01
Book
Deshler, D. D., Alley, G. R., Warner, M. M., & Schumaker, J. B. (1980) Instructional Practices that Promote Acquisition and Generalization of Skills by Learning Disabled Adolescents [Research Monograph 4]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16236
Research Monograph / Institute for Research in Learning Disabilities;4
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163482019-04-12T14:54:19Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
2015-01-22T21:01:50Z
urn:hdl:1808/16348
Meeting the Challenge of Academic Diversity: Actions of Secondary Social Studies and Science Teachers
Lenz, B. Keith
Kissam, Brenda
Melvin, Jeff
Roth, Janet
Bulgren, Janis A.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The goal of this research was to identify what actions teachers take to include all students in learning in academically diverse secondary classrooms. Information was gathered through a collaborative project with 52 secondary social studies and science teachers. These teachers participated in a series of Cooperative Study Groups to answer questions about what actions they took to deal with academic diversity in their classes.
2015-01-22T21:01:50Z
2015-01-22T21:01:50Z
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) Meeting the Challenge of Academic Diversity: Actions of Secondary Social Studies and Science Teachers [Research Report 71]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16348
Research Report / Institute for Research in Learning Disabilities;71
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Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162892019-04-12T14:54:03Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T19:06:44Z
urn:hdl:1808/16289
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Academic Self-Image and Attribution
Deshler, Donald D.
Schumaker, Jean B.
Alley, Gordon R.
Warner, Michael M.
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-01-16T19:06:44Z
2015-01-16T19:06:44Z
1980-01-01
Book
Deshler, D. D., Schumaker, J. B., Alley, G. R., Warner, M. M. & Clark, F. L (1980)An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Academic Self-Image and Attribution [Research Report 14]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16289
Research Report / Institute for Research in Learning Disabilities;14
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Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162432019-04-12T14:53:45Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-14T20:20:20Z
urn:hdl:1808/16243
Bayesian Screening Procedure for Identification of Learning Disabled Adolescents: Administration, Scoring, and Interpretation
Alley, Gordon R.
Deshler, Donald D.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The Secondary Learning Disabilities Form of the Screening Procedure is described, and procedures for administration and scoring are detailed. In addition, interpretation guidelines are presented. Both the Revised Checklist of Academic Problems (Teacher Checklist) and the Self-Bating Student Checklist are discussed.
2015-01-14T20:20:20Z
2015-01-14T20:20:20Z
1980-01-01
Book
Alley, G. R., Deshler, D. D., & Warner, M. M. (1980) Bayesian Screening Procedure for Identification of Learning Disabled Adolescents: Administration, Scoring, and Interpretation [Research Monograph 10]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16243
Research Monograph / Institute for Research in Learning Disabilities;10
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163242019-04-12T14:54:14Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-20T21:16:16Z
urn:hdl:1808/16324
Performance and Competence of Learning Disabled and High-Achieving High School Students on Essential Cognitive Skills
Carolson, Steven A.
Alley, Gordon R.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study was designed to measure performance differences of learning disabled and high-achieving high school students judged crucial to academic learning and to determine teacher performance standards on those same crucial learning skills, Results showed that high achievers performed significantly batter than LD students across the complex, and within every domain, of learning skills assessed. In addition, significantly greater proportions of LD students fall below teacher-derived standards of minimal competence in all skill areas assessed than do high-achieving students.
2015-01-20T21:16:16Z
2015-01-20T21:16:16Z
1981-07-01
Book
Carlson, S. A. & Alley, G. R. (1981) Performance and Competence of Learning Disabled and High-Achieving High School Students on Essential Cognitive Skills [Research Report 53]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16324
Research Report / Institute for Research in Learning Disabilities;53
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Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163022019-04-12T14:54:16Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T21:13:39Z
urn:hdl:1808/16302
Error Monitoring: A Learning Strategy for Improving Academic Performance of LD Adolescents
Schumaker, Jean B.
Deshler, Donald D.
Nolan, Susan
Clark, Frances L.
Alley, Gordon R.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Error monitoring, a learning strategy for detecting and correcting errors in written products, was taught to nine learning disabled adolescents. Students could detect and correct more errors after they received training than they had detected prior to training. Error rate in self-generated products was especially low (close to zero) after training.
2015-01-16T21:13:39Z
2015-01-16T21:13:39Z
1981-04-01
Book
Schumaker, J. B., Deshler, D. D., Nolan, S., Clark, F. L., Alley, G. R. & Warner, M. M. (1981) Error Monitoring: A Learning Strategy for Improving Academic Performance of LD Adolescents [Research Report 32]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16302
Research Report / Institute for Research in Learning Disabilities;32
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Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163292019-04-12T14:54:15Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-20T21:55:56Z
urn:hdl:1808/16329
Social Skills Performances of Learning Disabled, Non-Learning Disabled and Delinquent Adolescents
Schumaker, Jean B.
Hazel, J. Stephen
Sherman, James A.
Sheldon, Jan B.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study compared the social skills performances of LD adolescents on eight general social skills to the performances of two other groups of youths: a group of nonhandicapped adolescents who were members of a high school band (the non-LD group) and a group of court-adjudicated juvenile delinquent adolescents who had been referred for social skills training by their probation officers (the JD group). The results showed that the non-LD youths performed significantly better than the other two groups of youths on seven of the eight skills. The LD youths performed significantly better than the JD youths on only one skill, resisting peer pressure.
2015-01-20T21:55:56Z
2015-01-20T21:55:56Z
1982-08-01
Book
Schumaker, J. B., Hazel, J. S. Sherman, J. A. & Sheldon, J. (1982) Social Skills Performances of Learning Disabled, Non-Learning Disabled and Delinquent Adolescents [Research Report 60]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16329
Research Report / Institute for Research in Learning Disabilities;60
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Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163422019-04-12T14:54:24Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_8220col_1808_7166
2015-01-22T20:03:43Z
urn:hdl:1808/16342
Social Skills Training: A Generalization Study
Schumaker, Jean B.
Ellis, Edwin S.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The purpose of this study was to determine the reliability of role-playing as a device for assessing generalization of social skills training and to determine the extent to which LD adolescents generalize specific social skills to the natural setting following training. Results suggested that LD adolescents do not necessarily generalize recently learned social skills to novel role-playing situations and the natural environment. They also suggested that high performance in a novel role-playing situation does not necessarily indicate that a student will show a correspondingly high performance in the natural environment.
2015-01-22T20:03:43Z
2015-01-22T20:03:43Z
1982-08-01
Book
Schumaker, J. B. & Ellis, E.S. (1982) Social Skills Training: A Generalization Study [Research Report 65]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16342
Research Report / Institute for Research in Learning Disabilities;65
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163012019-04-12T14:54:16Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_8220col_1808_7166
2015-01-16T21:07:13Z
urn:hdl:1808/16301
Major Research Findings of The University of Kansas Institute for Research in Learning Disabilities
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This report presents abstracts of all research studies conducted during Years II and Ill of the University of Kansas LD Institute. Issues and assumptions addressed. major findings of completed studies, and implications are presented in three areas related to LD adolescents and young adults: (a) cognitive/academic characteristics and setting demands, (b) intervention, and (c) social skills.
2015-01-16T21:07:13Z
2015-01-16T21:07:13Z
1981-10-01
Book
Clark, F.L (1981) Major Research Findings of The University of Kansas Institute for Research in Learning Disabilities [Research Report 31]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16301
Research Report / Institute for Research in Learning Disabilities;31
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162922019-05-23T18:37:07Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T19:25:01Z
urn:hdl:1808/16292
The Current Status of Young Adults Identified as Learning Disabled During Their School Career
White, Warren J.
Schumaker, Jean B.
Warner, Michael M.
Alley, Gordon R.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Research efforts in the field of learning disabilities (LD) have addressed primarily concerns within school settings; however, if learning disabilities are more than a school phenomenon, researchers and educators must begin to examine the effects of these disabilities on post-school adjustment. This study sought to examine among learning disabled and non-learning disabled (NLD) young adults a broad array of factors known to be indicative of personal, social, and vocational success .
The results indicate that the LD young adults sampled appear to be adjusting as well as the NLD sample in a number of important areas (e.g., getting and maintaining employment, having friends, etc.) . However, LD young adults reported they were significantly less satisfied with their employment situation and their contacts with parents and relatives. They were much less involved in recreational and social activities and few had plans for further education and training. Implications of these trends on the life adjustment of, and research efforts related to, LD young adults are discussed.
2015-01-16T19:25:01Z
2015-01-16T19:25:01Z
1980-01-01
Book
White, W. J., Schumaker, J. B., Warner, M. M., Alley, G. R. & Deshler, D. D. (1980) The Current Status of Young Adules Identified as Learning Disabled During Their School Career [Research Report 21]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16292
Research Report / Institute for Research in Learning Disabilities;21
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Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162882019-04-12T14:54:02Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T18:55:46Z
urn:hdl:1808/16288
Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Details of the Methodology
Schumaker, Jean B.
Warner, Michael M.
Deshler, Donald D.
Alley, Gordon R.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-01-16T18:55:46Z
2015-01-16T18:55:46Z
1980-01-01
Book
Schumaker, J. B., Warner, M. M., Deshler, D. D. & Alley, G. R. (1980) Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Details of the Methodology [Research Report 12]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16288
Research Report / Institute for Research in Learning Disabilities;12
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Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163142019-04-12T14:54:13Zcom_1808_3892com_1808_7165col_1808_15801col_1808_7166
2015-01-20T19:46:29Z
urn:hdl:1808/16314
A Comparison of Verbal Problem-Solving in Arithmetic of LD and Non-LD Seventh Grade Males
Lee, Wanda M.
Hudson, Floyd G.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study was conducted to determine if differences existed between a group of LD and a group of NLD students in their ability to solve verbal arithmetic problems. The sample consisted of 20 LD and 20 NLD seventh grade males who were asked individually to read orally and to solve one sample problem and six verbal problems at two levels of difficulty taken from a seventh-grade textbook. Analysis of data sheets, subjects' papers and cassette recordings of the sessions revealed quantitative as well as qualitative differences between the two groups. LD subjects obtained lower mean problem-solving scores and made significantly more errors than did NLD subjects in both arithmetic and oral reading. Qualitative differences primarily stemmed from generalizations from analysis of error patterns, i.e., LD students were more likely to commit errors in the reasoning and miscellaneous categories. Overall, reading achievement proved to be more influential in the subjects' problem-solving skills than did IQ.
2015-01-20T19:46:29Z
2015-01-20T19:46:29Z
1981-04-01
Book
Lee, W. M. & Hudson, F. G. (1981) A Comparison of Verbal Problem-Solving in Arithmetic of LD and Non-LD Seventh Grade Males [Research Report 43]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16314
Research Report / Institute for Research in Learning Disabilities;43
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162862019-04-12T14:53:50Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
2015-01-16T18:11:09Z
urn:hdl:1808/16286
Reliability and Validity of the Bayesian Identification Procedure for Learning Disabled Adolescents
Alley, Gordon R.
Deshler, Donald D.
Mellard, Daryl F.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Three related studies were designed to address some key issues confronting the learning disability field concerning the identification of learning disabled adolescents. The first study (Research Report No. 9) addressed the question of which group(s) of professionals or parents make the most homogeneous identification decisions on learning disabilities criteria. In the second study, (Research Report No. 10) the temporal and interscorer reliability as well as the construct and content validity of the Modified Component Disability Instrument was investigated. The reliability and validity of the Modified Component Disability Checklist and Secondary Test battery were investigated in the third study (Research Report No. 11).
2015-01-16T18:11:09Z
2015-01-16T18:11:09Z
1980-01-01
Book
Alley, G. R., Deshler, D. D., Mellard, D. F. & Warner, M. M. (1980) Reliability and Validity of the Bayesian Identification Procedure for Learning Disabled Adolescents [Research Report 10]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16286
Research Report / Institute for Research in Learning Disabilities;10
openAccess
Institute for Research in Learning Disabilities