Premium
A Systematic Review of Function‐Based Interventions for Students with Learning Disabilities
Author(s) -
McKenna John William,
Flower Andrea,
Kyung Kim Min,
Ciullo Stephen,
Haring Christa
Publication year - 2015
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12049
Subject(s) - psychological intervention , learning disability , psychology , extant taxon , intervention (counseling) , inclusion (mineral) , generalization , special education , medical education , affect (linguistics) , function (biology) , developmental psychology , applied psychology , clinical psychology , mathematics education , social psychology , medicine , psychiatry , mathematical analysis , mathematics , communication , evolutionary biology , biology
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.