(DOWNLOAD) "Using Time Delay to Teach Literacy to Students with Severe Developmental Disabilities (Report)" by Exceptional Children * eBook PDF Kindle ePub Free
eBook details
- Title: Using Time Delay to Teach Literacy to Students with Severe Developmental Disabilities (Report)
- Author : Exceptional Children
- Release Date : January 22, 2009
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 277 KB
Description
The importance of using scientific data to develop educational practices for students with severe disabilities has been advocated for over 2 decades (Haring, 1996; Kaiser, 1990; Noonan & Reese, 1984). When the National Research Council's Committee proposed scientific principles for research in education (NRC, 2002), all were compatible with current thinking among researchers in severe developmental disabilities, but most did not go far enough to consider issues unique to the population (Spooner & Browder, 2003). For example, investigations involving students with severe disabilities have included many examples of studies that pose questions that can be answered empirically (the committee's first principle). Yet researchers in severe disabilities would extend this principle and advocate that research questions also respond to stakeholders' concerns or have educational and social validity (Test, Spooner, & Cooke, 1987; Voeltz & Evans, 1983). Researchers in the field of severe disabilities would also agree with the principle of using methods that permit direct investigation of the question and thus value experiments such as the hundreds of intervention studies with this population over the past several decades. Accordingly, we do not find the preference in No Child Left Behind (2002) for "random-assignment experiments" to be objectionable, just rarely feasible when working with a low-incidence, highly diverse population. Instead, the experimental evidence for this population is almost exclusively of a single-subject design nature. For example, in conducting meta-analyses in mathematics (Browder, Spooner, Ahlgrim-Delzell, Harris, & Wakeman, 2008) and reading (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006), almost no group experiments were found for students with severe developmental disabilities. Given that the field of severe disabilities is built predominately on single-subject experiments, Horner et al.'s (2005) criteria for quality in single-subject research are especially relevant for identifying evidence-based practice for this population. Although other organizations like the Council for Exceptional Children and Institute of Education Sciences are exploring guidelines for evidence-based practice built on single-subject research, Horner et al.'s criteria continue to provide the most accessible description of how to evaluate single-subject design research. The purpose of this review is to provide not only information on a specific practice, but also to share some of what we have been learning in applying the Horner et al. criteria to research in severe disabilities.
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