Toll Free
877.485.1973 | T: 541.485.1973 | F: 541.683.7543
 | P.O. Box 11248 | Eugene, OR 97440
Facebook footer  Tiwtter footer  LinkedIn footer  YouTube footer  Vimeo footer  Pinterest footer

Evaluation of a program of systematic instructional procedures for extremely poor retarded children

Haring, N.; Krug, D.
Abstract:
This study examined the effect of an experimental curriculum on facilitating the return of elementary students with learning disabilities to regular education classrooms. Fifty four inner city students diagnosed as educable mentally retarded participated in this study. Students were selected based on their age, IQ, family income, race, and achievement scores. Students were divided into two groups with one receiving instruction with an experimental curriculum and the other the standard curriculum already in use. The experimental curriculum consisted of a combination of the DISTAR program, the Sullivan Programmed Reading Series,the Suppes Math Program and a token reinforcement program. Students from each group were matched according to their scores on the Stanford Binet and the Wide Range of Achievement Test (WRAT). The WRAT was also administered for pre- and posttest measures. Results from the WRAT indicated that students in the experimental group demonstrated a mean gain of 13.5 months of instruction over 8 months in reading and 16.1 months in math. Students in the control group recorded a mean gain of 4.5 months in reading and 4.8 months in math over the same time. Following the conclusion of the study, eight students from the experimental group were placed back in regular education classrooms, while none of the students in the control group made this transition. Additionally, results indicated that 60% of the students in the experimental group were capable of acquiring the basic skills necessary for placement in regular education classrooms. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1975
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
DISTAR; reading; math; basic skills; Wide Range of Achievement Test; Stanford Binet; Sullivan Programmed Reading Series; Suppes Math Program; token reinforcement program
Source:
American Journal of Mental Deficiency
Volume:
79
Pages:
627-631
Design type:
Pretest posttest control group design
Fidelity monitored:
No
Students included:
Elementary students, students with learning disabilities, educable mentally retarded students
Other tags:
DISTAR, basic skills, Wide Range of Achievement Test, Stanford Binet, Sullivan Programmed Reading Series, Suppes Math Program, token reinforcement program
Location/Setting:
Urban area, inner-city, elementary school

Research Article Request Button newsite3

Module-Bottom-Button-A rev

Module-Bottom-Button-B rev

Module-Bottom-Button-C rev2

AmazonSmileModule 01