Overview
- Editors:
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Sharon Vaughn
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School of Education and Department of Psychology, University of Miami, Coral Gables, USA
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Candace S. Bos
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Department of Special Education and Rehabilitation, University of Arizona, Tucson, USA
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Table of contents (16 chapters)
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Front Matter
Pages i-xiii
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Models and Theories
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- John E. Obrzut, Anne Uecker
Pages 22-37
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- Kenneth A. Kavale, Steven R. Forness
Pages 38-65
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Methodological Issues: Descriptive Research
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- Marcia Strong Scott, Ruth Perou
Pages 83-105
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Methodological Issues: Intervention Research
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Front Matter
Pages 107-107
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- Thomas E. Scruggs, Margo A. Mastropieri
Pages 130-145
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- Steve Graham, Karen R. Harris
Pages 146-160
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Methodological Issues: Case Study, Qualitative, and Longitudinal
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Front Matter
Pages 161-161
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- John Wills Lloyd, Melody Tankersley, Elizabeth Talbott
Pages 163-177
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- Candace S. Bos, Virginia Richardson
Pages 178-201
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Assessment and Instrumentation
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Front Matter
Pages 231-231
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- Lynn S. Fuchs, Douglas Fuchs
Pages 233-245
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- H. Lee Swanson, Marilyn Ransby
Pages 246-275
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- Sharon Vaughn, Diane Haager
Pages 276-311
About this book
In this chapter, we described issues in conducting intervention research with students with learning disabilities on the secondary level. We main tained that interventions should be well-grounded in theories of learning as well as characterizations of learning disabilities (Pressley, Scruggs, & Mastropieri, 1989); that they should first be conducted in a series of highly controlled, laboratory-like experiments to carefully assess the potential utility of the intervention; and that, if the intervention is suc cessful in highly controlled settings, it should then be evaluated in class room applications. We maintained that research designs should evolve as the research questions become more applied, and that the results of laboratory research should be used to support the findings of classroom applications. Finally, we described several research designs that we have found useful in conducting classroom intervention research. There is a great deal more to conducting intervention research, of course, than experimental or quasi-experimental design. Intervention strategies likely to be effective must be identified, relevant literature must be reviewed, experimental materials must be developed, and cooperative schools, teachers, parents, and students must be located. Nevertheless, inadequate research designs can invalidate the best and most successful efforts in all of these areas, while effective and practical research designs can do much to document the best practices and advance our knowledge of effective interventions with students with learning disabilities. References Brigham, F. J. , Scruggs, T. E. , & Mastropieri, M. A. (1992).
Editors and Affiliations
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School of Education and Department of Psychology, University of Miami, Coral Gables, USA
Sharon Vaughn
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Department of Special Education and Rehabilitation, University of Arizona, Tucson, USA
Candace S. Bos
