Effects of information about learning disabilities for learning disabled adjudicated adolescents.

Abstract

EFFECTS OF INFORMATION ABOUT LEARNING DISABILITIES FOR LEARNING DISABLED ADULTS SEPTEMBER 1992 DENISE KERNAN, B.A., KEAN COLLEGE M.A., COLLEGE OF ST. JOSEPH THE PROVIDER ED.D., UNIVERSITY OF MASSACHUSETTS Directed by: Professor Patricia Gillespie-Silver The present study investigated the influence of cognitive training providing information about learning disabilities on two measures of achievement-related behaviors: the self-concept and comprehension of learning disabilities for five adjudicated learning-disabled adolescent delinquents. The subjects were four male African Americans and one Spanish American male ages thirteen through sixteen, who were incarcerated in a Department of Youth Services secure facility in Western Massachusetts. The study used a single-subject ABA design, and training was provided individually to subjects over the course of ten daily sessions. The training was based upon a text (Student Response booklet) developed by the experimenter. The subjects' task persistence was measured using daily observation in mathematics classes. Subject productivity was measured using a daily tally of the number of math problems attempted. Measures of the subjects' self-concept were obtained using a pre/posttest measure of the Coopersraith Self-Esteem Inventory; measures of knowledge of learning disabilities were obtained using Pre/posttest