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Tailoring Direct Instruction techniques for use with elementary students with brain injury

Glang, A.; Singer, G.; Cooley, E.; Tish, N.
Abstract:
This report discusses a series of case studies in which Direct Instruction (DI) techniques and programs were tailored to address the needs of three elementary students with severe brain injuries. The case studies examined the effect of DI programs on the academic and behavioral skills of the three students. One student participated in each case study and received approximately 12 hourly instructional sessions. DI programs implemented included Corrective Reading (CR), Corrective Mathematics (CM), DISTAR Language (DL), and Reading Mastery (RM). Results from the first case study indicated that the student made immediate and substantial improvement on reasoning skills, story problems, and math skills after receiving instruction with CR and CM. Results from the second case study indicated that the student made substantial improvement over baseline levels in both statement repetition and sound identification after receiving instruction with DL and RM. Results from the third case study indicated that the student demonstrated an increase in on-task behavior and academic correction in math facts after receiving tutoring with DI strategies. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1992
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading; math; students with severe brain injuries; Corrective Reading; Corrective Mathematics; DISTAR Language; Reading Mastery; reading comprehension; behavior management; reasoning skills; story problems; sound indentification
Source:
Journal of Head Trauma Rehabilitation
Volume:
7
Number:
4
Pages:
93-108
Design type:
Multiple-baseline design; pretest-posttest gain scores
Fidelity monitored:
No
Students included:
Elementary students, students with traumatic brain injuries, students with severe brain injuries

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