Research Issues in Learning Disabilities

Research Issues in Learning Disabilities

Sharon Vaughn Editors Candace Bos Research Issues in Learning Disabilities Theory, Methodology, Assessment, and Ethics Springer-Verlag New York Berlin Heidelberg London Paris Tokyo Hong Kong Barcelona Budapest

Sharon Vaughn, Ph.D. School of Education and Department of Psychology University of Miami Coral Gables, FL 33124, USA Candace S. Bos, Ph.D. Department of Special Education and Rehabilitation University of Arizona Tucson, AZ 85721, USA With 6 Illustrations Library of Congress Cataloging-in-Publication Data Research issues in learning disabilities: theory, methodology, assessment, and ethics 1 [edited by) Sharon Vaughn, Candace Bos.- 1st ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-1-4613-8347-5 e-isbn-13: 978-1-4613-8345-1 DOl: 10.1007/978-1-4613-8345-1 1. Learning disabilities-research-united States. 2. Learning disabled children-research-united States. I. Vaughn, Sharon, 1952- II. Bos, Candace S., 1950- LC4705.R48 1993 371.9-dc20 93-24815 Printed on acid-free paper. 1994 Springer-Verlag New York Inc. Softcover reprint of the hardcover 15t edition 1994 Copyright is not claimed for works by U.S. Government employees. All rights reserved. This work may not be translated in whole or in part without the written permission of the publisher (Springer-Verlag New York, Inc., 175 Fifth Avenue, New York, NY 10010, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electro'nic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use of general descriptive names, trade names, trademarks, etc" in this publication, even if the former are not especially identified, is not to be taken as a sign that such names, as understood by the Trade Marks and Merchandise Marks Act, may accordingly be used freely by anyone. Production coordinated by Chernow Editorial Services, Inc., and managed by Christin R. Ciresi; manufacturing supervised by Jacqui Ashri. Typeset by Best-set Typesetter Ltd., Hong Kong. 987654321

Contents Contributors................... xi Part I Models and Theories 1 Learning Disabilities Theory: Issues and Advances Joseph K. Torgesen 3 Issues in the Development and Validation of Learning Disabilities Theory....................................... 3 Important Elements of Learning Disabilities Theory............ 7 Current Theories of Learning Disabilities... 11 References................................................ 17 2 Neuropsychological Theories Associated with Learning Disorders................................................. 22 John E. Obrzut and Anne Uecker Introduction............................................... 22 Anatomical and Behavioral Differences....................... 25 Contemporary Theories Associated with Learning Disorders..... 31 The Promise of the Future... 33 References................................................ 34 3 Models and Theories: Their Influence on Research in Learning Disabilities................................................ 38 Kenneth A. Kavale and Steven R. Forness Paradigm Wars in Learning Disabilities....................... 38 Research Wars in Learning Disabilities... 39 The Scientific Method...................................... 41 The Scientific Method and Learning Disabilities: Summary and Conclusions... 57 References................................................ 59 v

VI Contents Part II Methodological Issues: Descriptive Research 4 The Role of Classification in Learning Disabilities.............. 69 Deborah L. Speece Conceptual Issues in Classification... 70 Methodological Issues in Cluster Analysis..................... 75 Conclusions............................................... 79 References................................................ 79 5 A Screening Test Built of Cognitive Bricks: Identification of Young LD Children........................................ 83 Marcia Strong Scott and Ruth Perou Introduction............................................... 83 Development of a Cognitive Screening Test: Initial Results...... 85 Summary and Implications for Future Research................ 101 References................................................ 102 Part III Methodological Issues: Intervention Research 6 Instructional Issues in Conducting Intervention Research at the Elementary Level.......................................... 109 Carol Sue Englert Conceptual Paradigms for Conducting Intervention Research 109 Dimensions of Intervention Research......................... 112 Changing the Character of Intervention Research: A Personal Case Study... 124 References................................................ 126 7 Issues in Conducting Intervention Research: Secondary Students... 130 Thomas E. Scruggs and Margo A. Mastropieri Problematic Designs........................................ 131 Programmatic Intervention Research......................... 134 Summary... 142 References... 142

Contents vii 8 Cognitive Strategy Instruction: Methodological Issues and Guidelines in Conducting Research... 146 Steve Graham and Karen R. Harris Issues.................................................... 147 Cognitive Strategy Instruction in the Schools................... 157 A Final Comment.......................................... 158 References................................................ 158 Part IV Methodological Issues: Case Study, Qualitative, and Longitudinal 9 Using Single-Subject Research Methodology to Study Learning Disabilities................................................ 163 John Wills Lloyd, Melody Tankersley, and Elizabeth Talbott Relevance to Learning Disabilities... 164 Developments in Design.................................... 168 Generality of Findings...................................... 170 Summary... 174 References... 175 10 Qualitative Research and Learning Disabilities... 178 Candace S. Bos and Virginia Richardson What is Qualitative Research?... 178 Designing a Study.......................................... 184 Conducting a Study... 187 Future Directions for Research.............................. 198 References................................................ 198 11 Methodological Issues in Longitudinal Research On Learning Disabilities................................................ 202 James D. McKinney Definition, Purpose, and Design of Longitudinal Research... 203 The Purposes of Longitudinal Research....................... 204 Types of Longitudinal Designs............................... 211 Longitudinal Data Analysis... 217 Factors that Impede Longitudinal Research.................... 223 Conclusion................................................ 227 References............................................... 227

viii Part V Contents Assessment and Instrumentation 12 Academic Assessment and Instrumentation.................... 233 Lynn S. Fuchs and Douglas Fuchs The Relationship of the Measure to the Nature of the Treatment......................................... 234 The Distinction between Content Coverage and Content Mastery......................................... 237 Importance of the Scoring Unit to Enhance Sensitivity to Growth..................................... 239 Summary Remarks......................................... 243 References................................................ 244 13. The Study of Cognitive Processes in Learning Disabled Students 246 H. Lee Swanson and Marilyn Ransby Global Processes and Structures... 246 Cognitive Correlates... 257 Domain-Specific Processes... 260 Stage and Sequence of Processing............................ 264 Summary and Conclusion................................... 268 References................................................ 268 14 Social Assessments of Students with Learning Disabilities: Do They Measure Up?... 276 Sharon Vaughn and Diane Haager Peer Reports: Ratings and Nominations of Social Competence... 276 Observation of Social Behavior.............................. 286 Social Self-Report as a Measure of Social Functioning........... 299 References................................................ 306 Part VI Ethical Issues 15 Ethical Considerations When Conducting Research with Students with Learning Disabilities... 315 Sharon Vaughn and G. Reid Lyon Ethical Issues Related to the Treatment and Identification of Subjects... 316

Contents ix Ethical Issues Related to the Beliefs and Attitudes of the Investigator... 321 Ethical Issues Related to Measurement....................... 325 Ethical Issues Related to Intervention... 325 Summary and Conclusions... 326 References................................................ 327 16 Ethical Issues Related to Translating Research in Learning Disabilities into Practice... 329 B. Keith Lenz and Donald D. Deshler Introduction............................................... 329 Do Researchers Have a Role to Play in Product Development?.. 331 The Importance of Researchers Adopting an Ethical Perspective.............................................. 333 Factors that Promote the Translation of Research to Practice in an Ethically Responsible Manner........................... 335 Conclusion................................................ 345 References................................................ 346 Index... 349

Contributors Candace S. Bos, Ph.D., Department of Special Education and Rehabilitation, University of Arizona, Tucson, AZ 85721, USA Donald D. Deshler, Ph.D., Center for Research on Learning, University of Kansas, Lawrence, KS 66045, USA Carol Sue Englert, Ph. D., College of Education, Michigan State University, East Lansing, MI 48824, USA Steven R. Forness, Ph.D., Neuropsychiatric Institute, University of California, Los Angeles, CA 90024, USA Douglas Fuchs, Ph. D., George Peabody College, Vanderbilt University, Nashville, TN 37203, USA Lynn S. Fuchs, Ph.D., George Peabody College, Vanderbilt University, Nashville, TN 37203, USA Steve Graham, Ed. D., Department of Special Education, University of Maryland, College Park, MD 20742, USA Diane Haager, Ph.D., School of Education, University of Miami, Coral Gables, FL 33124, USA Karen R. Harris, Ph.D., Department of Special Education, University of Maryland, College Park, MD 20742, USA Kenneth A. Kavale, Ph.D., Division of Special Education, University of Iowa, Iowa City, IA 52242, USA B. Keith Lenz, Ph. D., Center for Research on Learning, University of Kansas, Lawrence, KS 66045, USA xi

Xll Contributors John Wills Lloyd, Ph.D., Curry School of Education, University of Virginia, Charlottesville, VA 22903, USA G. Reid Lyon, Ph.D., Johnson State College, Underhill Center, VT 05490, USA Margo A. Mastropieri, Ph.D., Department of Educational Studies, Purdue University, West Lafayette, IN 47907, USA James D. McKinney, Ph.D., School of Education, University of Miami, Coral Gables, FL 33124, USA John E. Obrzut, Ph.D., Department of Educational Psychology, University of Arizona, Tucson, AZ 85721, USA Marilyn Ransby, Doctoral Student, Ph.D. Candidate, Department of Educational Psyohology and Special Education, University of British Columbia, Vancouver, British Columbia, V6T 1Zl, Canada Ruth Perou, Ph. D., Centers for Disease Control and Prevention, Atlanta, GA 30341, USA Virginia Richardson, Ph.D., Department of Teaching and Teacher Education, University of Arizona, Tucson, AZ 85721, USA Marcia Strong Scott, Ph.D., Department of Psychology, University of Miami, Coral Gables, FL 33124, USA Thomas E. Scruggs, Ph.D., Department of Educational Studies, Purdue University, West Lafayette, IN 47907, USA Deborah L. Speece, Ph.D., Department of Special Education, University of Maryland, College Park, MD 20742, USA H. Lee Swanson, Ph.D., School of Education, University of California, Riverside, CA 92521, USA Elizabeth Talbott, M.A., Curry School of Education, University of Virginia, Charlottesville, VA 22903, USA Melody Tankersley, Ph.D., Curry School of Education, University of Virginia, Charlottesville, VA 22903, USA Joseph K. Torgesen, Ph.D., Department of Psychology, Florida State University, Tallahassee, FL 32306, USA

Contributors Xlii Anne Uecker, Ph.D., Department of Psychology, University of Arizona, Tucson, AZ 85721, USA Sharon Vaughn, Ph.D., School of Education and Department of Psychology, University of Miami, Coral Gables, FL 33124, USA