A Systematic Review of Function-Based Interventions for Students with Learning Disabilities

Autor/inn/en	McKenna, John William; Flower, Andrea; Kyung Kim, Min; Ciullo, Stephen; Haring, Christa
Titel	A Systematic Review of Function-Based Interventions for Students with Learning Disabilities
Quelle	In: Learning Disabilities Research & Practice, 30 (2015) 1, S.15-28 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12049
Schlagwörter	Intervention; Learning Disabilities; Case Studies; Evidence; Best Practices; Functional Behavioral Assessment; Behavior Problems; Behavior Modification; Outcomes of Treatment; Educational Practices + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Case study; Fallstudie; Case Study; Evidenz; Behaviour modification; Verhaltensänderung; Bildungspraxis
Abstract	Students with learning disabilities (LD) experience pervasive academic deficits requiring extensive academic intervention; however, they may also engage in problem behaviors that adversely affect teaching and learning, thus lessening the potential impact of specialized instruction and supports. The learning deficits of students with LD are prevalent in the extant research, but behavioral needs appear to receive less attention. The authors report the results of a systematic review investigating the evidence-base for function-based interventions for students with LD using the What Works Clearinghouse (WWC) criteria for evaluating single-case studies. Fourteen studies with 17 participants met inclusion criteria, with the majority occurring in elementary settings. Although interventions tended to be effective, few included maintenance and generalization measures. Because of the small number of studies (n = 4) that met WWC design and effectiveness standards, the authors conclude that function-based interventions, although promising, cannot currently be considered an evidence-based practice for students with LD. Implications for practice, areas for future research, and study limitations are reported. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01