No abstract

This study examined the use of story-mapping to improve the reading comprehension of six third- and fourth-grade students with specific learning disabilities who exhibited reading deficits. Also of interest was whether the effects would maintain once the intervention was discontinued. Using a descriptive, three-phased, single-subject design, the effect of story-map instruction on student participants' comprehension of story-grammar elements was monitored. Positive results were observed, and maintenance probes suggested that the effects of the intervention maintained after the treatment was withdrawn.

This study investigated the impact of cognitive organizers, with the integration of technology, Inspiration 6 software, compared to a traditional textbook instruction format on content-area learning in high school inclusive social studies classes. Twenty-nine tenth-grade students in general education and 20 students with mild disabilities were randomly assigned to receive instruction using a cognitive organizer or traditional textbook instruction format. A pretest/posttest treatment control group design was used to examine the effectiveness of cognitive organizers. Dependent measures included a 35-item open-ended production pre/posttest of declarative social studies knowledge to assess the effectiveness of the intervention. Students in the cognitive organizer condition significantly outperformed students in the traditional textbook instruction condition. Limitations of the study, implications for practice for both general and special education teachers, and future research are discussed.

The purpose of this study was to examine the effects of Power Cards on the initiation and maintenance of conversational skills in students with Asperger syndrome. Three high school students with Asperger Syndrome participated in this study. Power Cards were used to prompt students’ previously learned conversational skills in a multiple-baseline design across students. Results can be interpreted to conclude that there was a functional relationship between use of Power Cards and the percentage of time students engaged in conversations that focused on the interests of their conversational partners. Power Cards are inexpensive, easy to make, and may be useful for high school students with Asperger Syndrome.

The purpose of this study was to examine the efficacy of text mapping as a strategy for improving the reading comprehension skills, of four high school students with emotional and behavioral disorders (EBD) in a self-contained freshman technical language arts classroom. Using a multiple baseline design across participants, each student received individualized training in the purpose, use, and completion of both the teacher and student-generated text maps. During the first intervention phase, students read a passage and completed a teacher-generated text map, whereas in the second intervention phase, the students created their own text maps for the passages. The study consisted of 20 text passages and was completed over a period of 28 days. Dependent measures included a 10-to 20-item production fill-in-the-blank comprehension test to assess the effectiveness of the intervention. Results indicated that both the teacher and student-generated text maps were effective in improving comprehension scores for all four students with EBD. Limitations of the study; implications for secondary classroom teachers, both general and specie! education; and future research questions are discussed. • In the education of students, from elementary school to high school, very few skills are equal in importance to the ability to read and comprehend what is read. This ability is one that is generalized from the reading lessons into every academic subject. Reading and understanding what is read is a foundational skill for academic success for all students, which is why this area in particular has received such a broad national legislative effort (e.g., the No Child Left Behind Act of 2002). Research shows that many students' with emotional and/or behavioral disorders (EBD) often have reading skill deficits (Babyak/ Koorland, & Mathes, 2000; Vaughn, Levy, Coleman, & Bos, 2002) and function 1 or more years below grade level in reading, math, writing, and spelling (Spencer, Scruggs, & Mastorpieri, 2003). Epstein, Kinder, & Barsuck (1989) reported that students with EBD have more difficulty in reading and mathematics instruction than other students of the same age, and these students were more likely to fail courses than were students without disabilities (Wagner, Blackorby & Hebbeler, 1993). Behavioral Disorders, 33 (2), 87-98 Unfortunately, the focus of attention on students with EBD has been on behavior management, with a minimal focus on reading, math, or content-based instruction (Levy & Chard, 2001). Coleman and Vaughn (2000) reported that only seven studies were identified that examined reading interventions and students with EBD, and only one of those compared the effects of several different instructional methods. Clearly, it is time to refocus our energies if we want to increase the reading skills of students with EBD. Although research on reading skills among students with EBD is scant, other research has shown that students with various other disabilities often benefit from explicit strategy instruction and practice that promotes ...