Table of contents

  1. Front Matter
    Pages i-xiii
  2. Models and Theories

    1. Front Matter
      Pages 1-1
    2. John E. Obrzut, Anne Uecker
      Pages 22-37
    3. Kenneth A. Kavale, Steven R. Forness
      Pages 38-65
  3. Methodological Issues: Descriptive Research

    1. Front Matter
      Pages 67-67
  4. Methodological Issues: Intervention Research

  5. Methodological Issues: Case Study, Qualitative, and Longitudinal

    1. Front Matter
      Pages 161-161
    2. John Wills Lloyd, Melody Tankersley, Elizabeth Talbott
      Pages 163-177
    3. Candace S. Bos, Virginia Richardson
      Pages 178-201
  6. Assessment and Instrumentation

    1. Front Matter
      Pages 231-231
    2. Lynn S. Fuchs, Douglas Fuchs
      Pages 233-245
    3. H. Lee Swanson, Marilyn Ransby
      Pages 246-275
  7. Ethical Issues

  8. Back Matter
    Pages 349-351

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).


1989 Experimental Design experiment intervention intervention research knowledge learning learning disabilities research

Editors and affiliations

  • Sharon Vaughn
    • 1
  • Candace S. Bos
    • 2
  1. 1.School of Education and Department of PsychologyUniversity of MiamiCoral GablesUSA
  2. 2.Department of Special Education and RehabilitationUniversity of ArizonaTucsonUSA

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