Promising Research topics Promising Research topics for Students With Learning for Students With Learning

Disabilities?Disabilities?Sharon Vaughn

Regents Professor

Sharon VaughnRegents ProfessorUniversity of Texas

With a little help from my friends:Amory CableJack Fletcher

Doug and Lynn FuchsRussell Gersten

History of Special EducationHistory of Special Education

For many students with disabilities, For many students with disabilities, the initial goal of special education the initial goal of special education was to ensure that they were was to ensure that they were provided an opportunity to attend provided an opportunity to attend and profit from education (FAPE).and profit from education (FAPE).

The history of special education for The history of special education for students with LD focuses more on students with LD focuses more on appropriate instruction.appropriate instruction.

“ “Whereas many typically achieving students Whereas many typically achieving students can make up for lost time, learn well can make up for lost time, learn well independently, and make up for mistakes independently, and make up for mistakes made by educators, special education made by educators, special education students cannot. The influence of research students cannot. The influence of research and evidence on decision making has even and evidence on decision making has even greater value for those students with greater value for those students with disabilities who most require precision in disabilities who most require precision in their instructional and behavioral plans.” their instructional and behavioral plans.” (Vaughn & Dammann, 2001, p.27)(Vaughn & Dammann, 2001, p.27)

Research Issue # 10Research Issue # 10

How do we adequately IDENTIFY and How do we adequately IDENTIFY and CLASSIFY students with Learning CLASSIFY students with Learning Disabilities?Disabilities?

WHY do we care?WHY do we care?

Accuracy in Classification Accuracy in Classification Essential:Essential:

Yields validity in the ConstructYields validity in the Construct

Provides for improved treatmentProvides for improved treatment

Issues of identification have long haunted Issues of identification have long haunted the field of learning disabilities.the field of learning disabilities.

What is a Learning Disability?

Is Charlie Brown LD?

Hypothetical Classification of Hypothetical Classification of LD: Marker Variables involving:LD: Marker Variables involving: 1. Word Recognition (Dyslexia)1. Word Recognition (Dyslexia) 2. Reading Fluency2. Reading Fluency 3. Reading Comprehension3. Reading Comprehension 4. Math Computations (Dyscalculia)4. Math Computations (Dyscalculia) 5. Math Problem Solving5. Math Problem Solving 6. Written Expression (Handwriting, 6. Written Expression (Handwriting,

Spelling, Text Generation?)Spelling, Text Generation?)

Low Achievement is Low Achievement is Necessary but Not SufficientNecessary but Not Sufficient Homogeneity is at the level of the academic Homogeneity is at the level of the academic

skillskill

Processing subtypes currently do not explain Processing subtypes currently do not explain independent variabilityindependent variability

Research Issue #9: Should we Research Issue #9: Should we understand underlying processes understand underlying processes

in Learning Disabilities ?in Learning Disabilities ?The initial work in learning disabilities The initial work in learning disabilities attempted to better link the underlying attempted to better link the underlying processes that “caused” the learning disability processes that “caused” the learning disability with possible cures or “remediation” of those with possible cures or “remediation” of those underlying process disabilities.underlying process disabilities. Psychoeducational strengths and Psychoeducational strengths and

weaknesses weaknesses Concerns with linking process disabilities to Concerns with linking process disabilities to treatment lead to strange and unreliable treatment lead to strange and unreliable

interventionsinterventions

Does this mean all work on Does this mean all work on process deficits is hopeless?process deficits is hopeless?1.1. Knowledge about the neurological Knowledge about the neurological

underpinnings of learning and LD are not underpinnings of learning and LD are not adequately understood.adequately understood.

2.2. The measurement needed to identify The measurement needed to identify specific process disorders in learning has specific process disorders in learning has not been precise.not been precise.

3.3. Matching the subtype of a learning Matching the subtype of a learning problem with appropriate treatments has problem with appropriate treatments has not been successfully conducted.not been successfully conducted.

Do process oriented Do process oriented interventions live on?interventions live on?

Modality-matched and multi-sensory Modality-matched and multi-sensory approaches continue to be used as approaches continue to be used as interventions for students with LD with no interventions for students with LD with no research to support their use.research to support their use.

Finding from meta-analyses: There is no Finding from meta-analyses: There is no empirical support for the use of modality-empirical support for the use of modality-matched or multi-sensory approaches for matched or multi-sensory approaches for students with LDstudents with LD

Research Issue # 8 How do we Research Issue # 8 How do we Improve the Knowledge and Skills of Improve the Knowledge and Skills of

Special Education TeachersSpecial Education Teachers

Does Teacher Quality Matter?Does Teacher Quality Matter?

What are the Indicators of Teacher Quality?What are the Indicators of Teacher Quality?

How do we Measure Teacher Quality?How do we Measure Teacher Quality?

Student Outcomes….Student Outcomes….

The ultimate goal of special education is to The ultimate goal of special education is to improve students social, behavioral, and improve students social, behavioral, and academic outcomesacademic outcomes

These outcomes are influenced by These outcomes are influenced by teacher’s practice.teacher’s practice.

Influencing teacher’s practice – how to Influencing teacher’s practice – how to effectively accomplish this requires further effectively accomplish this requires further study.study.

Teacher practice

Student outcomes

Research Issue #7 How do we Research Issue #7 How do we Improve the Knowledge Based Improve the Knowledge Based

on Transition to Work?on Transition to Work?

We need to understand much more about We need to understand much more about effective practices for individuals with effective practices for individuals with

learning disabilities as they transition to learning disabilities as they transition to work and postsecondarywork and postsecondary

Students with LD will need access to post-Students with LD will need access to post-secondary optionssecondary options

Investigations on how to effectively Investigations on how to effectively influence access and success in post-influence access and success in post-secondary settings are needed.secondary settings are needed.

Investigations that increase school Investigations that increase school retention.retention.

Research Issues #6 How do we Research Issues #6 How do we provide effective interventions in provide effective interventions in

STEM?STEM?

Students with Learning Disabilities will be Students with Learning Disabilities will be required to meet the increasing demands required to meet the increasing demands of of

ScienceScience TechnologyTechnology MathematicsMathematics

Increasing knowledge…Increasing knowledge…

In Science, Technology, and Math will In Science, Technology, and Math will require knowledge of require knowledge of

effective instructional practices for effective instructional practices for improving concept learning to mastery,improving concept learning to mastery,

effective instructional practices for effective instructional practices for accessing general education curriculum accessing general education curriculum related to higher level thinking in related to higher level thinking in ALGEBRA and SCIENCEALGEBRA and SCIENCE

Research Issue #5 What writing Research Issue #5 What writing interventions are effective?interventions are effective?

How to improve students’ written How to improve students’ written composition including knowledge of:composition including knowledge of:

Effective practices for written expression Effective practices for written expression across genresacross genres

Effective practices for basic writing Effective practices for basic writing elements such as elements such as handwriting/keyboarding; spellinghandwriting/keyboarding; spelling

In particular,In particular,

We need RIGOROUS, long term studies of We need RIGOROUS, long term studies of effective practices in written composition effective practices in written composition and the elements of writing. and the elements of writing.

Noteworthy is the need to look at effects Noteworthy is the need to look at effects over time and to examine transfer.over time and to examine transfer.

Research Issue #4 What Research Issue #4 What language interventions are language interventions are

effective?effective?

What practices are associated with What practices are associated with improved outcomes in expressive improved outcomes in expressive

language development and listening language development and listening comprehension for students with comprehension for students with language/learning disabilities?language/learning disabilities?

What do we know?What do we know?

We know exceedingly little from rigorous We know exceedingly little from rigorous studies of effective practices for improving studies of effective practices for improving expressive and receptive language expressive and receptive language outcomes for students with outcomes for students with language/learning disabilities.language/learning disabilities.

More research is neededMore research is needed

To identify effective language intervention To identify effective language intervention practices for complex syntax, curriculum practices for complex syntax, curriculum related vocabulary, receptive language related vocabulary, receptive language and pragmatics (social communication)and pragmatics (social communication)

To identify effective service delivery To identify effective service delivery modelsmodels

To examine optimal treatment dosageTo examine optimal treatment dosage To assess generalization and To assess generalization and

maintenance effects in longitudinal studiesmaintenance effects in longitudinal studies

Research Issue #3Research Issue #3 How do we How do we effectively deliver instructional effectively deliver instructional

services?services?

What practices are effective for What practices are effective for teaching students who are teaching students who are

learning disabled and English learning disabled and English language learners?language learners?

Much of what we know about teaching Much of what we know about teaching students who are both learning disabled students who are both learning disabled and English language learners has been and English language learners has been adapted from the less-than-adequate adapted from the less-than-adequate research base on ELLs without disabilities.research base on ELLs without disabilities.

Instructional practices for ELLs

Instruction practices for students with LD

Instruction for English Language Learners with LD

?

Research Issue #2: Models of Research Issue #2: Models of Service?Service?

How Effective are various service How Effective are various service delivery models for meeting the delivery models for meeting the needs of students with Learning needs of students with Learning Disabilities including: Resource Disabilities including: Resource

Room models, Inclusion, and Room models, Inclusion, and Response to Intervention?Response to Intervention?

Improving our understanding of practices Improving our understanding of practices associated with effective outcomes for associated with effective outcomes for students with learning disabilities based on students with learning disabilities based on the type of delivery service provided is the type of delivery service provided is required.required.

Research Issue #1 What Research Issue #1 What Practices Improve Academic Practices Improve Academic

Outcomes for Students with LD ?Outcomes for Students with LD ?

When students fail to respond to traditionally When students fail to respond to traditionally effective instructional practices in reading, effective instructional practices in reading,

math, spelling, and writing --- what math, spelling, and writing --- what intensive interventions are associated with intensive interventions are associated with

effective outcomes?effective outcomes?

What do we know?What do we know?

We have learned much in the last 2 We have learned much in the last 2 decades about teaching students with decades about teaching students with learning difficulties.learning difficulties.

We know considerably less about teaching We know considerably less about teaching students whose response to typically students whose response to typically effective practices is low/very low.effective practices is low/very low.

What types of interventions What types of interventions hold promise for students hold promise for students

with LD?with LD?

What types of interventions hold What types of interventions hold promise for students with LD?promise for students with LD?

Academic DifficultyIntervention

We need studies to demonstrate support We need studies to demonstrate support for: for:

Controlling task difficulty (e.g., sequencing Controlling task difficulty (e.g., sequencing examples and problems to maintain high examples and problems to maintain high levels of success and matching task levels of success and matching task difficulty with student abilities and difficulty with student abilities and emerging skills) is associated with emerging skills) is associated with improved academic outcomes.improved academic outcomes.

The effectiveness of various group sizes in The effectiveness of various group sizes in teaching students with LD:teaching students with LD:

one on oneone on one

very small group (n=3)very small group (n=3)

small group (n=5)small group (n=5)

large group ……large group ……

We need research that documents:We need research that documents:

We need research thatWe need research that

Better informs special education teachers Better informs special education teachers on all practices related to effectively on all practices related to effectively teaching students with learning disabilitiesteaching students with learning disabilities

AndAnd Preparing them for success post Preparing them for success post

secondarysecondaryANDAND Preparing them for academic and social Preparing them for academic and social

successsuccess

Thank YOU!!!!Thank YOU!!!!