Eight students were observed during classroom instruction. Comparisons were made of how they spent their time in resource and regular classrooms. In general, opportunities for differentiated instruction were available in resource rooms. However, no practical differences were noted in the amount of time students were actively engaged in instruction…

Sixteen elementary students were observed systematically over 2 entire school days to examine the nature of instruction and academic responding times for elementary learning disabled (LD) students during resource room and mainstream classroom instruction. Data were recorded on six categories in 10 second intervals. Results indicated that in the…

This study examined children's engagement in a primary school class when no additional help was present, when parents were involved normally, and when parents and staff were following RM (Room Management) procedures. Comparisons indicate useful gains in engagement when employing RM. (Author/CT)

Observation of 26 learning disabled elementary students' over two entire school days revealed such results as that instructional approaches varied according to service delivery level. However, no differences were found in students' opportunities to learn through active academic responding and that academic responding time was low for all students.…

The paper integrates results from three studies that examined learning disabled (LD) and regular education students' academic responding time in different instructional arrangements: (1) high, middle, and low reading group placement, (2) regular and resource room placement, and (3) special education service level placement. Sixty-nine second-,…

Thirty-four third and fourth grade students were observed over two entire school days to examine the nature of instruction and academic responding time for LD and non-LD students in regular classrooms. Across students, a typical school day was characterized by a limited amount of academic responding (about 45 minutes). Comparison of LD and non-LD…

A teacher describes the organization of her resource room program for learning disabled elementary grade students emphasizing increased academic learning time through structured direct instruction and independent work time, activities to reinforce individual and small group instruction, and systematic material storage and recordkeeping. (DB)

A study involving an elementary student with learning disabilities evaluated the effectiveness of a high-probability request sequence on compliance to a request for completion of a math assignment. High probability requests were effective in reducing the latency to compliance but only minimally affected duration of engagement. (Contains five…

Twenty-six elementary grade learning disabled (LD) students were observed over two entire school days to examine the extent to which students in different service delivery levels were provided with varying instructional approaches and opportunities to learn. Several differences were found in instructional approaches: less severely learning…

Effects of self-monitoring on-task behavior, academic productivity, and academic accuracy were assessed with six elementary school students with learning disabilities. Although all three interventions yielded arithmetic improvements, self-monitoring academic productivity or accuracy was generally superior. Differential results were obtained across…

Learning disabled students need assistance in mastering self-organizing behaviors that will allow them to focus more time and energy on the learning process. The "get-it-together" (GIT) curriculum is described as a practical approach to helping these students master routines, get started on assignments, and move from one activity to the next. (JW)

Seventeen pairs of learning disabled (LD) and normal elementary school students were observed to determine instructional and responding times. While the time allocated to activities and tasks did not differ for the two groups, LD students received more individual instruction and teacher approval than did non-LD students. (Author/SW)

The effects of self-assessment and self-recording were compared as treatments for increasing on-task behavior and academic productivity of elementary school learning disabled students (9-10 years old). Self- recording appears to be a more effective procedure than self-assessment for increasing attention to task. (Author/SEW)

The study examined how adding students with learning disabilities (LD) to regular education classrooms changed the behavior of nonhandicapped students and their teachers. Initial observations were of mainstream classes containing no learning-disabled students. Observations were again conducted after LD students had been mainstreamed for 8 months.…

Observation of behavior differences between 15 elementary school learning-disabled (LD) and 15 non-disabled girls in the regular classroom showed that LD girls spent less time doing schoolwork, that teachers did not spend more time interacting with LD girls, and that teachers responded less frequently to call-outs from LD girls. (Author/CB)