This review of the extant evidence-based learning disabilities (LD) literature seeks to discover relevant knowledge that can be shared with practitioners who serve adults with LD in a variety of professional and volunteer roles, particularly in adult education settings.
Gerber. Journal of Learning Disabilities. 2012, 45, 31-46.
A unique partnership between the Washington State Center for Childhood Deafness and Hearing Loss (formerly the Washington School for the Deaf) and Listen and Talk created to help local, school-based teams effectively provide services to students with a hearing loss who want to develop listening and spoken language skills is described. Specifics of the collaborative process, data collection procedures, and accommodations for students are included.
Berndsen & Luckner. Communication Disorders Quarterly. 2012, 33, 111-118.
Kummerer presents strategies for implementing collaborative, family-centered language intervention with Hispanic parents and their children with communication disabilities. General strategies include establishing a trusting relationship, valuing parents as experts of their children, creating mutually constructed goals, accommodating families’ schedules and roles, individualizing intervention in the home language, and encouraging parental education and advocacy.
Communication Disorders Quarterly. 2012, 33, 84-95
Terry examined the relationship between nonmainstream American English (NMAE) dialect use and various emergent literacy skills among typically developing children in PreK. The results suggest an indirect role for NMAE use in emergent literacy achievement and that frequency of spoken NMAE production may be secondary to children’s metalinguistic skills.
Communication Disorders Quarterly. 2012, 33, 67-77.
Rehfeldt, Clart, & Lee looked at whether secondary individualized education program (IEP) teams who used the Transition Planning Inventory (TPI) in conjunction with a structured IEP meeting that based discussions and decisions on TPI data as a planning intervention generated significantly more transition-related IEP goals. Results indicated significantly more transition-related goals, and, in addition, parents of students in the experimental group were likely to report more satisfaction with the IEP process.
Remedial and Special Education. 2012, 33, 48-58.
Scheeler, McKinnon, & Stout conducted research to evaluate the effects of using webcams and Bluetooth™ technology to deliver immediate feedback to special education preservice teachers in practicum placements from remote locations. Results suggest that immediate feedback provided via this technology was effective in increasing the targeted technique. Each participant rated the intervention as acceptable. The article concludes with a discussion of implications for classroom application.
Teacher Education and Special Education. 2012, 35, 77-90.
Niehaus, Rudasill, & Adelson reported in this study involving Latino students in 6th through 8th grades, that intrinsic motivation was positively associated with student GPA, self-efficacy was a positive predictor of student school attendance and standardized math achievement scores, and attendance in an after-school program contributed positively to student math achievement.
Hispanic Journal of Behavioral Sciences. 2012, 34, 118-136.
