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.
Have you been hearing a lot about subtypes of LD lately? Perhaps it’s just that I’ve been especially alert to it, but it seems I’ve heard a lot of mentions about subtypes of Learning Disabilities in the last few weeks. I want to write a longer, more thorough discussion of the topic, but I’ve found myself repeating a few foundational comments, so I thought I ought to post them here and let others have a go at them.
First, the idea of subtypes of LD is essentially a given. It has to do with the heterogeneity of LD. Because LD is essentially an umbrella category for a diverse array of learning disabilities (note the plural), there are bound to be subgroups. Some students will have problems primarily with reading, some primarily with arithmetic and mathematics, some with writing, others with combinations of these. That makes for lots of subgroups right there. That is, one could start with dyslexia, dyscalculia, and dysgraphia!
Continue reading ‘Subtyping LD’
Sandy Hausman, Charlottesville (VA, US) reporter for WVTF (one of the local public radio stations available in my listening area), carried a story about LearningRx and Learning Disabilities this morning. Unlike the credible coverage provided by many reporters for popular-but-unproven therapies for LD and other disorders, Ms. Hausman provided a sensible and balanced story about LearningRx. Here’s the blurb from WVTF’s Web site
Americans spend millions of dollars keeping our bodies in shape. Now a Charlottesville man is offering a workout for the brain. His center–part of a nationwide franchise–promises to help children and adults improve their concentration, memory, reasoning, and other mental skills. Sandy Hausman has the story.
Unlike many reporters who too-often fall for pop-psych and pop-ed theories (as regularly noted in other posts here on LD Blog), Ms. Hausman gets many facts right (e.g., prevalence of LD), phrases her report carefully (describes LearningRx reports as “internal studies”), includes appropriate caveats along with personal-interest angles, and even incorporates alternative explanations from the experts she interviews.
This is an example of journalism done better. Listen to an MP3 of Ms. Hausman’s report and explore WVTF.org.
Check out the fine slate of workshop sessions available to registered guests at the annual “Bridging the Gap Between Research and Practice” meeting of the Division for Learning Disabilities, which is to be held in Baltimore (MD, US) 29 and 30 October. Of course, I am biased, but I consider this one of the outstanding professional development opportunities of the year in learning disabilities, including the more specific disabilities such as dyslexia, dyscalculia, dysgraphia, and so forth (as well as related disorders such as attention-deficit hyperactivity disorder).
Continue reading ‘DLD fall conference is just around the corner’
I’m asking readers (both of you—teehee, there really are about 3 or 4 of you, but please invite your friends and colleagues) to tell me what you consider the three (or two or four) most important research questions about Learning Disabilities interventions. These need to be BIG IDEA questions. What do teachers and parents need to know about how to help students with LD?
Examples (in no order; I’m just hoping to provoke discussion):
Continue reading ‘What do we need to know’
Reporter Valle Dwight quotes LD Blog pal Liz Ditz extensively in “Searching for the miracle: Parents, in a desperate quest to fix what they’ve been told is broken in their children, are willing to try (or pay) anything to help their kids” available on Great Schools. Check on it. The article is worth a read. It fits right in with the emphasis on evidence-based treatments here on LD Blog.
Over on I Speak of Dreams, Liz Ditz posted an entry showing that the Canadian Pediatric Association understands the appropriate use of chiropractic procedures with children and youths. Jump to Liz’s post, read her entry, and follow her link to the statement: “Canadian Pediatric Society Position Statement: Chiropractic care for children: Controversies and issues.”
Writing in the journal Neuron, Timothy Keller and Marcel Just reported that they have found changes in children’s neural anatomy that appear to be a consequence of improved reading performance. Whereas previous studies, many of which I’ve mentioned in these posts, have shown changes in the blood flow in children’s brains as a consequence of reading instruction, the findings from Keller and Marcel showed that there are changes in the physical tissue in the brain following remedial reading instruction.
Continue reading ‘Remediation changes brain structures’