Interventions for Students with Learning Disabilities A Meta-Analysis of Treatment Outcomes

by Swanson, H. Lee; Hoskyn, Maureen; Lee, Carole

• ISBN13: 9781572304499
• ISBN10: 1572304499
• Edition: 1st
• Format: Hardcover
• Copyright: 1999-04-23
• Publisher: The Guilford Press

Summary

The first comprehensive quantitative analysis of intervention research in the learning disabilities field, this volume synthesizes the results of 272 scientifically credible group and single-subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent findings on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. Addressing such questions as the merits of inclusion settings and the relative benefits of direct and strategy instruction, Swanson offers timely recommendations for instructional design, assessment, and policy.

Author Biography

H. Lee Swanson, PhD, is professor of educational psychology at the University of California at Riverside.

Table of Contents

Introduction and Overview	p. 1
Purpose and Perspective	p. 6
Why Do a Synthesis?	p. 6
Historical Context	p. 8
Contemporary Context	p. 10
Meta-Analysis of Intervention Research	p. 13
Summary	p. 23
Note	p. 24
Method	p. 25
Data Collection	p. 25
Data Evaluation	p. 26
Coding and Interrater Agreement	p. 27
Categorization of Dependent Measures	p. 28
Categorization of Treatment Variables	p. 29
Control Group Parameters	p. 33
Effect Size Calculation	p. 33
Summary	p. 40
Group Design Studies	p. 76
Prototype Study	p. 76
Domains of Instruction	p. 82
Main Effects	p. 85
Intervention Models and Outcomes: A Three-Tier Analysis	p. 99
Specificity of Treatment Effects	p. 113
Domain and Treatment Outcomes as a Function of Aptitude	p. 121
Influence of Operational Definitions on Domain and Treatment Outcomes	p. 123
Aptitude x Treatment Analysis within Group Design Studies	p. 134
Reading Intervention Studies	p. 146
Component Analysis	p. 159
LD Children versus Chronologically Matched NLD Peers	p. 162
Summary	p. 170
Note	p. 171
Single-Subject Design Studies	p. 172
Dependent Measures	p. 172
Prototype Studies	p. 173
Main Effects	p. 179
Intervention Models and Outcomes: A Three-Tier Analysis	p. 188
Specificity of Treatment Effects	p. 191
Treatment Outcomes as a Function of Intelligence and Reading Severity	p. 195
Definition x Domain of Instruction	p. 198
Reading Intervention Descriptive Analysis	p. 204
Salient Studies	p. 213
Summary	p. 214
General Discussion	p. 216
The Magnitude of Change Related to Treatment Is Greater in Some Academic Domains Than in Others	p. 216
Not All Treatments Are Equally Effective	p. 217
Some Treatment Effects Are Specific to the Academic Problems	p. 221
Few Components Are Salient in Predicting Effect Sizes within Domains	p. 225
LD Children Are Closer in Performance to NLD Children When Treatment Conditions Include Strategy Instructions	p. 226
How the LD Sample Is Defined Influences Outcome	p. 226
Methodological Variations Have a Significant Impact on Treatment Outcomes	p. 229
Qualifications	p. 231
Summary	p. 234
Implications	p. 235
Methodological Issues	p. 235
Theory and Intervention Research	p. 237
Principles of Instruction to Be Tested in Subsequent Intervention Research	p. 242
Policy Issues Related to Intervention Research	p. 247
Summary	p. 260
References	p. 261
Studies Selected for General Synthesis	p. 275
Sample of Studies Disqualified from Synthesis	p. 292
Meta-Analysis Project	p. 321
Mean Effect for Each Study Sorted by General Category of Dependent Measures Used in the Regression Analysis	p. 354
Description of Studies	p. 368
Index	p. 695
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