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Effects of direct verbal instruction on intellectual development of institutionalized moderately retarded children: A 2-year study

Maggs, A.; Morath, P.
This study compared the effects of two programs on the language gains of students with moderate to severe mental retardation across two years of implementation: DISTAR Language and the Peabody Language Kit. Results indicate that students receiving instruction with DISTAR Language achieved significantly greater gains on all assessment measures than the control group. Additionally, DISTAR students progressed at approximately the same rate as typically developing children, gaining 22.5 mental age months across 24 months, whereas control students only gained 7.5 mental age months in the same period of time. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR Language, language
The Journal of Special Education
Design type:
Randomized Experiment
Fidelity monitored:
Students included:
Students w/ Mental Retardation, Students w/ Intellectual Disabilities
Other tags:
DISTAR Language, language, Peabody Language Kit, Basic Concept Inventory, Reynell Verbal Comprehension, Stanford-Binet, Piaget’s Class Inclusion, Piaget’s Seriation, Bruner’s Matrix
Australia, Hospital Schools

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