A self-talk monitoring and goal-oriented thinking (STM+GOT) intervention package was used to teach four U.S. middle school students with high-incidence disabilities to develop and track progress toward self-determined behavioral goals. A multiple baseline across participants design was used to determine the effects of STM+GOT on both behavior and…

Trauma exposure and post-traumatic stress disorder are more prevalent in people with intellectual disabilities (PWID) than in the general population, yet the evidence base for trauma interventions in this population is sparse. Compassion-focused therapy (CFT) may be particularly well-suited to PWID for a number of reasons, including its…

The problem at a high school in the southeastern United States is that students with disabilities struggle to demonstrate appropriate behaviors despite the implementation of School-Wide Positive Behavioral Intervention and Supports (SWPBIS). Current research findings have suggested that although SWPBIS includes strategies for students with…

Cooperation is an observable and measurable relationship skill identified within social and emotional learning paradigms. Although cooperation plays a role in the academic and behavioral development of students, educators may not have the time, expertise, or motivation to target cooperation skills explicitly. Self-monitoring, grounded in…

Drill and practice is a well-received approach to repeatedly train learners' skills through a series of exercises and to reward them with corrective feedback. However, drill-based training may not improve learners' performance if its exercises are badly designed (e.g., not fun, not relevant to the learning goal, and becoming too difficult or too…

Self-monitoring interventions are well supported within the empirical literature as improving classroom engagement for students with disabilities. However, studies implementing self-monitoring interventions in high school settings are rarely conducted despite their potential to improve student academic and behavioral outcomes. In an investigation…

Numerous studies have demonstrated the comorbidity of achievement and behavior problems in students identified with learning disabilities and emotional disturbance. The causal basis for this relationship has not been demonstrated, but several theories regarding the association have been posited, and potential benefits related to prevention keep…

Estimates suggest that up to one quarter of people who have a severe learning disability engage in self injurious behaviour (SIB). SIB poses serious risks, both to the person's physical health and their quality of life. Behavioural approaches have made a contribution to supporting people who engage in SIB, although the last review of these…

Since many children with learning disabilities (LD) face interpersonal conflict resolution problems, this study examines the efficacy of social stories in helping them choose more appropriate interpersonal conflict resolution strategies. A social story was recorded and played to the 31 children with LD in the experimental group twice a week for a…

This study explored the effect of a coping program and a teacher feedback intervention on perceived control and adaptive coping for 98 adolescent students who had specific learning disabilities. The coping program was modified to build personal control and to address the needs of students who have specific learning disabilities. The teacher…

Third grade learning disabled students (N=72) were assigned randomly to one of two treatment groups or a control group. The group receiving the instructional program performed significantly better on two of the three tasks. (Author/SB)

Early theories of hyperactivity and learning disabilities are discussed in this paper. Several approaches to treatment and intervention (behavioral, indirect, cognitive behavior, and stimulant medication) are described. (Author/A M)

The paper examines ways to help learning disabled (LD) adolescents adjust to the fact that they have learning disabilities. Underlying assumptions, such as the belief that learning disabilties are lifelong and affect social and psychological aspects, are reviewed. The importance of blending attitude and techniques in working with LD adolescents is…

Thirty learning disabled (LD) elementary students participated in weekly group counseling sessions for 10 weeks. When compared to a control group, results (based on teacher ratings and other measures) indicated that the intervention was beneficial in improving acting out and distractibility behaviors and one area of self-concept. (Author/JW)

Three intervention programs (psychomotor, self-esteem enhancement, and direct instruction) were conducted with 40 children who had reading difficulties. The direct instruction program resulted in the greatest gains. Post-intervention questionnaires completed by subjects, parents, and teachers indicated that perceived success differed significantly…