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|Other Titles:||Effects of Goal-Setting Instruction on the English Performance of Students with Learning Disabilities: A Single-Case Study in the United States|
National Taiwan Normal University Department of Special Education
Substantial research has indicated that students with learning disabilities (LDs) in high schools exhibit poor academic performance in the United States. Researchers and educators have expended efforts to alleviate the learning difficulties of students with LDs by implementing various strategies and instruments. Self-determination skills have been recommended as an effective intervention for increasing academic, behavioral, and employment performance for students with LDs. However, few studies have provided evidence of self-determination through in situ observations. Purpose: This study applied a single-case design approach for enhancing the effectiveness of self-determination skills by implementing the Take Action lesson package. The main purpose of this study was to examine the academic effects of Take Action instruction on goal-attainment knowledge regarding the English scores of students with LDs individually. Method: Four high school students with LDs in an English resource classroom individually received approximately 200 hrs of Take Action instruction. Specifically, the authors used a multiple-baseline across-subjects design to collect the Take Action scores and English scores of the four students before and after Take Action instruction separately in a tutoring room. Collected data were used to compare the coefficient correlations and ratios of median differences between each student's baseline and postintervention scores. Results/Findings: The coefficient correlation results indicated that the postintervention scores of each student (Amy, Bill, Corey, and Evan) were higher than the baseline scores. The trends of the interventions for Amy (R'=0.96), Bill (R'=0.35), Corey (R'=0.32), and Evan (R'=0.94) indicated increases. In addition, the ratios of the median differences of English scores and Take Action scores indicated that each student's English scores improved after Take Action instruction. The results suggested a functional relationship between Take Acti
|Appears in Collections:||特殊教育研究學刊|
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