Minimum Standards for the Description of Participants in Learning Disabilities Research

Rosenberg, Michael S.; Bott, Deborah A.; Majsterek, David J.; Chiang, Bert; Gartland, Deborah; Wesson, Caren; Graham, Steve; Smith-Myles, Brenda; Miller, Maurice; Swanson, H. Lee; Bender, William N.; Rivera, Diane; Wilson, Rich

doi:10.2307/1510566

Cited by 25 publications

(4 citation statements)

References 5 publications

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“…A well-defined research population links directly to the effectiveness of replicated practice (Rosenberg & Bott, 1994). On the other hand, vague participant descriptions make it difficult to discern if a practice will be effective with a population of interest.…”

Section: Resultsmentioning

confidence: 99%

What Does Research Say About Social Perspective-Taking Interventions for Students With HFASD?

Southall

Campbell

2015

Exceptional Children

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The term theory of mind (ToM) was introduced by Premack and Woodruff as the ability to infer mental states of others. Many researchers believe that social deficits seen in children with autism spectrum disorders (ASD) are directly linked to deficits in ToM or the inability to realize that others' perspectives are different from their own, decreasing social understanding. The present review examines the empirical research of effectiveness of interventions targeting social perspective-taking skills for high-functioning individuals with ASD. Twelve studies have been published since the year 2000. Results indicate that perspective-taking skills can be taught using systematic instruction, group interventions, and technology. Generalization of skills into naturalistic settings was inconsistent. Practice implications and future research directions are discussed.

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Section: Resultsmentioning

confidence: 99%

What Does Research Say About Social Perspective-Taking Interventions for Students With HFASD?

Southall

Campbell

2015

Exceptional Children

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“…The Research Committee of the Council for Learning Disabilities (Rosenberg et al, 1994) noted that available descriptions of individuals with disabilities in research reports are vague and inconsistent. Inadequate descriptions of participants make it difficult at best, and sometimes impossible, to evaluate research findings or to replicate studies.…”

Section: More Thorough Sample Descriptionsmentioning

confidence: 99%

Designing High-Quality Research in Special Education

2000

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This article discusses critical issues related to conducting high-quality intervention research using experimental and quasi-experimental group designs. As researchers have learned more about teaching and learning, intervention studies have become more complex. The research community is struggling with ways to sensibly negotiate a balance between rigorous research designs that satisfy traditional laboratory standards of quality and interventions that are complex and flexible enough for conducting research in the real world of classrooms and schools. Rather than organizing the discussion around a list of resolute research standards, we weigh the pros and cons of making the many difficult choices involved in conducting intervention research. Our goal is to convey the sense that good designs must involve a series of balances and compromises that defy easily categorized solutions. Among the controversial areas discussed are the importance of defining the nature of the independent variable, the value of measuring implementation, and the improvement of the quality of quasi-experiments.

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“…None were dyslexia specific. All research was vetted using the standards set by the Council for Learning Disabilities Research Committee (USA) (Rosenberg, 1993). The research standards of the American Educational Research Association (AERA, 2006) were also used.…”

Section: Methodology Of Literature Reviewmentioning

confidence: 99%

Dyslexia and Learning Disabilities in Canada and the UK: The Impact of its Disability Employment Laws

2012

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The impact of employment laws pertaining to individuals with learning disabilities in Canada and dyslexia in the UK were investigated via the extant research literature. Currently, there is very little research in this area despite Canada and the UK having laws in effect for decades. Surprisingly, their laws have been revamped despite an absence of data that measures impact and effectiveness. This finding is not unlike the Americans with Disabilities Act, reauthorized as the Americans with Disabilities Act Amendments in 2008, without substantive research to guide legal policies and practices going forward. Investigation in this area is needed to seek the positive and negative effects of legislation on those with learning disabilities in Canada and dyslexia in the UK, a high incidence population that finds most employment opportunities in competitive employment.

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Minimum Standards for the Description of Participants in Learning Disabilities Research

Cited by 25 publications

References 5 publications

What Does Research Say About Social Perspective-Taking Interventions for Students With HFASD?

What Does Research Say About Social Perspective-Taking Interventions for Students With HFASD?

Designing High-Quality Research in Special Education

Dyslexia and Learning Disabilities in Canada and the UK: The Impact of its Disability Employment Laws

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