Archive for the 'Preschool' Category

Function-based interventions for LD?

Most readers are likely familiar with the idea that one can, by carefully assessing the antecedents and consequences of a problem behavior, essentially determine what is causing that problem behavior to occur. Given that at least some—many?—students with Learning Disabilities (LD) have some problem-some behaviors, wouldn’t it be cool if there was an evidence base about using functional analysis techniques to document development of procedures for addressing the problem behaviors of students with LD?

In “A Systematic Review of Function-Based Interventions for Students with Learning Disabilities,” Professor John McKenna and his colleagues examined the research literature in search of that very evidence base. They were able to locate only a few studies that met the most rigorous standards, but those studies allowed them to conclude that this idea is a promising one. Here’s the source and the abstract with a hot DOI. I think the publisher (Wiley) may be allowing public access to the entire article, so try clicking on the PDF to download it. (I can’t tell, ’cause I’m working from my office, which has free access anyway; drop a comment to let me know.)

McKenna, J. W., Flower, A., Kim, M. K., Ciullo, S., & Haring, C. (2015). A systematic review of function-based interventions for students with learning disabilities. Learning Disabilities Research & Practice, 30, 15-28. DOI:10.1111/ldrp.12049

Students with learning disabilities (LD) experience pervasive academic deficits requiring extensive academic intervention; however, they may also engage in problem behaviors that adversely affect teaching and learning, thus lessening the potential impact of specialized instruction and supports. The learning deficits of students with LD are prevalent in the extant research, but behavioral needs appear to receive less attention. The authors report the results of a systematic review investigating the evidence-base for function-based interventions for students with LD using the What Works Clearinghouse (WWC) criteria for evaluating single-case studies. Fourteen studies with 17 participants met inclusion criteria, with the majority occurring in elementary settings. Although interventions tended to be effective, few included maintenance and generalization measures. Because of the small number of studies (n = 4) that met WWC design and effectiveness standards, the authors conclude that function-based interventions, although promising, cannot currently be considered an evidence-based practice for students with LD. Implications for practice, areas for future research, and study limitations are reported.

Paul Morris’s materials

Wishing folks a happy MLK Day!

For those teachers who frequent these pages and don’t know about Paul Morris, the author of 101 Language Activities, please allow me to encourage you to scoot on over to Free Language Stuff and explore his site. Yes, you read the adjectives correctly. The first adjective does mean “at no cost.” Mr. Morris makes available for free lots and lots of materials that teachers can use for teaching language skills.
Continue reading ‘Paul Morris’s materials’

DLD conference sessions filling

Although registration continues for the Division for Learning Disabilities conference, “Bridging the Gap Between Research and Practice,” some of the sessions are reaching their limits and will be closed. As a part of its emphasis on creating workshop settings where participants learn how to implement evidence-based practices, DLD caps the number of participants in sessions.

Linda Siegel has put together a very impressive line-up of presenters and topics. As one can see here, the agenda for the meeting in San Diego 23 & 24 October 2009 is chocked full of good sessions by internationally renowned presenters.



David F. Bateman How to Prepare for and Survive a Due Process Hearing
Jenny Sue Flannagan & Lucinda S. Spaulding Best Practices for Inclusive Science Instruction
Steve Graham & Sharlene Kiuhara Writing Problems and Writing Solutions
Paige C. Pullen Phonological Awareness Assessment and Instruction: A Sound Beginning
Karen R. Harris, Karin Sandmel, & Mary Brindle, “The Magna Carta Provided That No Free Man Should be Hanged Twice for the Same Offense”: Self-Regulated Strategy Development for Writing
Charles A. Hughes Two Recent SIM Writing Strategies: The Essay Test-Taking Strategy and the Editing Strategy
Erica Lembke & Todd Busch Using Curriculum-Based Measurement for Data-Based Decision Making within a Response to Intervention System
Maureen W. Lovett Multiple Component Intervention to Improve the Outcomes of Struggling Readers: Remediating Reading Skill Deficits and Misguided Beliefs About Effort and Achievement at the Same Time
Marjorie Montague Improving Mathematical Problem Solving of Middle School Students with LD
Brian Bottge Teaching Mathematics to Adolescents with LD in Rich Problem-Solving Contexts
Rosemary Tannock Understanding and Engaging Children’s Wandering Minds
Karen J. Rooney Adolescent Literacy: Putting Research into Practice to Develop the Literacy Skills of Older Students
Deborah C. Simmons Integrating Vocabulary Strategies into Social Studies Instruction
David Scanlon The ORDER Routine: For Comprehending Content-Area Concepts
José Luis Alvarado & Anne Graves RTI for Culturally and Linguistically Diverse Learners: Supporting Teachers to Implement Tier I and Tier II Literacy Instruction for Older Struggling
Susan P. Miller Building a Strong Numbers and Operations Foundation to Enhance Mathematics Success
Nicole Ofiesh “Got Accommodations?” Implications for Planning Instruction and Transition from Secondary to Postsecondary Settings
Rollanda E. O’Connor Successful Tier 2 Interventions in Reading: Grades K-4
Kimberly Bright & Paul Riccomini I THINK: A Real-Life Problem-solving Strategy for secondary students with Learning Disabilities

Link to the conference page at to register.

Preschool attention predicts early literacy skills

Christie Walcott and colleagues reported that children whom preschool teachers rated as having attention problems had lower scores later on phonemic awareness, letter knowledge, and rapid naming. Here’s the abstract.

Objective: The link between significant attention problems and reading difficulties among school-age children is clear, but few have examined the impact of early inattention on preliteracy development. This longitudinal study examines this link. Method: A total of 47 children had repeated measures of teacher-rated attention problems and three key preliteracy skills (phonemic awareness, letter knowledge, and rapid naming) in both preschool and kindergarten. Results: Teacher-reported attention problems in preschool significantly and negatively predicted both phonemic awareness and letter naming scores 1 year later, even after controlling for initial language ability and preschool performance on these tasks. Levels of preschool inattention did not significantly predict rapid automatic naming 1 year later. Likewise, preschool preliteracy scores did not predict attention problems in kindergarten. Conclusion: Early attention problems may interfere with the acquisition of certain preliteracy skills. Implications of these findings and directions for future research are presented.

Walcott, C. M., Scheemaker, A., & Bielski, K. (2009). Research brief: A longitudinal investigation of inattention and preliteracy development. Journal of Attention Disorders, 13, [online first, so no page numbers yet]. doi:10.1177/1087054709333330