Council for Learning Disabilities | CLD



Denotes Diversity Spotlight SessionThursday10:15-11:45PanelsInstructional Choice and Learning Outcomes for Students with LD/EDEncinoIn this session, we present results of an exploratory study of the relationship between students’ preferred choice of instructional methods and the degree to which their choices align with the method with which they best learned mathematics. Findings revealed that student choice was generally aligned with best outcomes. Glenna Billingsley, Texas State UniversityCathy Thomas, Texas State UniversityAlyson A. Collins, Texas State UniversitySilence Isn’t Golden: Student Talk for Improved Student Outcomes in Math LantanaAs schools seek to increase student performance on state math assessments, the performance gap between students with and without disabilities continues to widen. Evidence-based practices, such as student-led discussion, are linked to improved algebraic understanding. This session will provide strategies to increase student discourse in middle school math classrooms.Kathleen Pfannenstiel, American Institutes for ResearchPakethia Harris, American Institutes for ResearchBenjamin Starr, Office of Special Education ProgramsMaking a Difference Through Informed Advocacy and CollaborationVillaThis panel presentation addresses advocacy work that affects policy. Informative papers completed in collaboration with other organizations interested in the welfare of individuals with learning disabilities are highly effective and will be shared. In addition, attendees will learnhow to support the advocacy process utilizing infographics and social media posts. Roberta Strosnider, Towson UniversityDebi Gartland, Towson UniversityRoundtablesMaderoModerator: Teresa Montani, Fairleigh Dickinson UniversityTable 1A Fraction Intervention for Fifth Graders with Mathematics DifficultiesThe purpose of this study was to investigate the effect of Project AIM Fraction Intervention on fraction performance of fifth graders with mathematics difficulties through a multiple probe design. The results of visual analysis demonstrated a functional relation between the fraction intervention and participants’ fraction performance.Jihyun Lee, University of WyomingDiane Bryant, University of Texas at Austin Brian Bryant, University of Texas at AustinBeyond Computation: Developing Proportional Reasoning in Students with Mathematics Difficulties This session will present findings of the impact of a research-based instructional program on developing proportional reasoning in middle school students with mathematics difficulties. Research validating the effectiveness of teaching proportional reasoning will be highlighted using data from several studies spanning three U.S. states. Asha Jitendra, University of California, RiversideTable 2Improving Vocabulary Development in Young Children through Shared Reading Instruction.Children’s’ vocabulary development can impact their overall academic achievement. One effective strategy for vocabulary instruction is shared reading. Participants will receive lesson samples supporting a seven-step guide to planning, implementing, and evaluating vocabulary instruction through shared reading. A discussion to further the research supporting this practice will be facilitated.Anna Gibbs, Iowa Reading Research Center, University of IowaDeborah Reed, Iowa Reading Research Center, University of IowaNon-Repetitive Reading Interventions for Students with or At-Risk for LD Given the limitations of some fluency interventions, researchers will present a meta-analytic review of non-repetitive interventions for K-12 students with or at risk for LD. Participants will learn the intervention features and instructional implications of the positive weighted mean effects for fluency (d = 0.105) and comprehension (d = 0.239).Leah M. Zimmermann, Iowa Reading Research Center; University of IowaDeborah Reed, Iowa Reading Research Center; University of IowaTable 3SLuR: A Strategy That Helps Students Create Their Own MnemonicsMany teachers provide students with mnemonics to help them internalize new vocabulary. Recent meta-analytic research shows these kinds of memory aids are highly effective and generalizable, but the SLuR strategy takes this evidence-based practice a step further by providing students the ability to independently create their own personalized mnemonic devices. David Luhman, Southern Westchester Board of Cooperative Educational ServicesVocabulary Instruction for Culturally Linguistically Diverse Students with Learning DisabilitiesVocabulary is critical for the development of oral language and reading comprehension. Despite the importance of vocabulary for academic success, there is little research addressing what works for culturally and linguistically diverse students with learning disabilities. In this roundtable, we will discuss current practice and implications for future research.Linda Mason, George Mason UniversityCarlos Lavin, George Mason UniversityStacie Brady, George Mason UniversityTable 4Familiarity of Evidence-Based Inclusive Strategies in the Elementary ClassroomThis presentation will share the findings of elementary education general education teacher candidates’ familiarity and observation of a set evidence-based practices that support inclusive classroom environments. As teacher candidates move from learning theory to beginning their teaching practice it is important that they not only know and understand what effective inclusive strategies are but also see them being implemented in the general education classroom. Observing effective implementation of inclusive practices is likely to lead to teacher candidates comfort level and understanding of the importance to implement the practices themselves.Lisa Finnegan, Florida Atlantic UniversityThe Student Self-Accommodation StrategyThrough strategy instruction emphasizing metacognition and self-regulated learning, high school students with learning disabilities and concomitant visual impairments learned to strategically select, advocate for, and utilize accommodations. Mixed-methods case studies were used to analyze their progress. Results indicate how instruction in the Student Self-Accommodation Strategy increased self-advocacy and improved metacognition.Allison Nannemann, Boston College12:45 – 2:15PanelsThe Voices Beyond the Numbers: Disproportionality in Special Education Encino Moderator: Sarah Murphy, University of Nevada, Las VegasA sequential explanatory mixed studies review re-evaluated the available USDOE quantitative data on disproportionality by integrating these values with the qualitative data collected from the special education literature. Results will present new estimates of disproportionality that more accurately represent the current state of special education in the United States.Brenda Barrio, University of North Texas Sarah Ferguson, Rowan University Katrina Hovey, Western Oregon UniversityBenita Kluttz-Dye, Rowan UniversityTeachers Use Assessment Data for Instructional Decision-Making LantanaThis study analyzed teachers’ understanding and use of assessment for instructional decision-making for their students with disabilities. A review of assessment measures, reflections, and progress monitoring showed that there were inconsistencies between perceived purpose and implementation of assessment to inform instruction. We share recommendations for practice in professional development programs.Wendy Cavendish, University of MiamiJenny Krawec, University of MiamiAyanna Young, University of MiamiChristina Crocco, University of MiamiBridging the Research to Practice Gap: Interventions in the ClassroomVillaModerators:Heather Haynes Smith, Trinity UniversityEndia Lindo, Texas Christian UniversityA research to practice gap exists between the interventions designed and tested and the implementation of those interventions by teachers in the classroom (Cook & Odom, 2013). In this panel, LD intervention stakeholders including classroom teachers, instructional coaches, professional developers, and researchers will examine the research to practice continuum. Classroom teachers supporting students with LD will discuss their experiences implementing and adapting the Strategic Instruction Model (SIM) writing interventions. SIM Professional Development coaches as well as researchers will discuss the challenges and insights from working with teachers in the classroom to fully implement and adapt the intervention.Samantha Bos, The University of Texas at AustinKatie M. Miller, Florida Atlantic University Louise Pastorino, The Winston School of San AntonioDorian Reeves, The Winston School of San AntonioRebecca Summers, The Winston School of San AntonioRoundtablesMaderoModerator: Andy Heur, University of Oklahoma Doctoral StudentTable 1How Will the 116th Congress Impact Students with Learning Disabilities?This session includes a summary of collaborative efforts in the year’s major decisions and federal legislative activities and the impact on students with learning disabilities. Information will be shared regarding the National Joint Committee on Learning Disabilities projects used to influence policymakers and how you can be involved in advocacy! Debi Gartland, Towson UniversityRoberta Strosnider, Towson UniversityIntroduction to Data-Based IndividualizationData-based individualization (DBI) is a systematic method used to intensify interventions for students with the most severe academic and behavioral needs. DBI relies on a secondary intervention program, progress monitoring, and diagnostic data. Texas has partnered with the National Center on Intensive Intervention (NCII) to implement DBI.Steven Prater, Texas Education AgencyTable 2Using Informational Science Texts Across the Curriculum in Primary ClassroomsInteractive read-alouds of informational texts can promote literacy development and build foundational content-area concepts in young children, including those at-risk for LD. Based on findings from an early intervention study, this presentation illustrates how informational texts can be utilized across the curriculum to develop content knowledge and literacy skills.Leigh Ann Kurz, University of MarylandSheri Berkeley, George Mason UniversityIntegrating Critical Pedagogies of Practice Related to Learning Disabilities into Alternative Pathways to Licensure ProgramsPreparing teachers to work with students with LD is critical for their outcomes. There is little research on how best to integrate these pedagogies into alternative pathways to licensure programs (APL). This roundtable will discuss a design-based study being implemented to understand the integration of these pedagogies into an APL.Joseph Morgan, University of Nevada Las VegasWendy Rogers, University of Nevada, Las VegasTable 3Are Students with Disabilities Mathematically Capable? A Mixed Methods Study.Participants will learn the results of a mixed methods study that examines teachers’ views of their students (with and without disabilities) as mathematically capable and the subsequent instructional decisions teachers identify making for those students. Implications for professional learning aimed at pre- and in-service teachers will be shared.Erica N. Mason, University of MissouriCan You Explain Your Thinking? Scaffolds for Active Mathematics Discourse Students with learning disabilities may have difficulty participating in whole group mathematics discussions within an inclusive classroom. This presentation will provide useful scaffolds with video examples, particular anchor charts, sentence frames, and other examples of tools to extend students' discussions about their mathematical thinking, thus building students' conceptual understanding.Donna Sacco, University of North Carolina at CharlotteHolly Johnson, University of North Carolina at CharlotteTable 4Culture, Identity, and Learning for Individuals with Learning DisabilitiesThis presentation discusses the importance of affirming students’ culture and identity through their IEP. Since culture impacts student achievement, it is critical that culturally specific accommodations anchors instructional practices. This presentation explores power differences, learning preferences and the way content is communicated so that equitable education can be realized. Clarissa Rosas, Concordia UniversityKathleen Winterman, Xavier UniversityLearning Disabilities in South Korea: Disability Awareness, Policies, and Instructional Practices This session presents an overall review of the concepts, policies, and practices affecting students with learning disabilities (LD) in South Korea. The session first reviews high school students’ familiarity with terms related to LD and their beliefs and attitudes towards peers with LD. Second, the legal definitions and policies related to LD are discussed, particular, controversial issues related to identifying students with LD and the roles of school supervisors in special education. Finally, the session explores the development of instructional apps, usability testing, and feasibility testing results for the use of virtual manipulatives when teaching mathematics to students with learning difficulties and disabilities.Mikyung Shin, West Texas A&M University 2:30-4:00PanelsEvidence-Based Practices for Reading, Writing, and Mathematics with Implementation Recommendations EncinoPresenters will discuss evidence-based findings in reading comprehension, writing, and mathematics with students who have learning difficulties. Key findings will be presented in specific areas for the academic topics. Implementation recommendations will be provided on how teachers can utilize these practices with students who have learning difficulties and disabilities.Diane Bryant, University of TexasSheri Berkeley, George Mason UniversityLinda Mason, George Mason UniversityStephen Ciullo, Texas State UniversityAlyson A. Collins, Texas State UniversityKathleen Pfannenstiel, American Institutes for ResearchUnderstanding Teacher Adoption of Data-Based Decision-Making PracticesLantanaThe use of student assessment data to drive instructional decisions is an essential feature of intensive interventions for students with learning disabilities. This symposium highlights findings from three studies investigating teachers’ engagement with data. Coelho reports on teacher interviews about perceptions of the utility of assessment data. Filderman shares findings from a meta-analysis of the effects of data literacy trainings. Finally, Toste presents findings from an investigation of teachers' decision-making processes based on sequential progress monitoring data.Jessica R. Toste, University of Texas at AustinMarissa J. Filderman, University of Texas at AustinGabriela D. Coelho, University of Texas at Austin2019 Outstanding Researcher Award and Must ReadsVillaModerator: Margaret Flores, Research CommitteeOutstanding Researcher AwardTechnical Adequacy Spelling Curriculum Based Measure for English Language LearnersThis study examined the technical adequacy of Word Dictation Curriculum Based Measures-Writing with 73 English language learners (ELs) in the 1st-3rd grades. Results indicated that word dictation maintained similar reliability and validity coefficients between the ELs in this study and previous studies with the general population. Results are discussed.R. Alex Smith, The University of Southern MississippiMust Read: Learning Disability QuarterlyStudying?Virtual Manipulatives for?Algebraic Instruction for?Students with LD??This study assessed the benefits of an instructional strategy using a virtual manipulative balance paired with explicit instruction to teach multistep linear equations to students with a mathematics learning disability. Using a single subject–multiple probe design, results showed increased percent accuracy and independence scores for three secondary students across intervention and maintenance phases. These findings and their broader implications for the field are discussed.Rajiv Satsangi, George Mason UniversitySatsangi, R., Hammer, R., & Hogan, C. D. (2018). Studying virtual manipulatives paired with explicit instruction to teach algebraic equations to students with learning disabilities. Learning Disability Quarterly, 41, 227–242. doi:10.1177/0731948718769248 Must Read: Intervention in School and ClinicScaffolded Conversations: Access to 21st Century Communication and Collaboration SkillsAcademic conversations hold promise in supporting communication and collaboration skills. This presentation addresses academic and linguistic supports for students with disabilities, including English learners, to effectively engage in academic conversations. Tracy Spies, University of Nevada, Las VegasSpies, T. G., & Xu, Y. (2018). Scaffolded conversations:?Access to 21st?century communication and collaboration skills. Intervention in School and Clinic, 54, 22-30. doi: 10.1177/1053451218762478RoundtablesMaderoModerator: Regina Brandon, San Diego State UniversityTable 1Evidence-based Algebra Instruction for Secondary Students with Learning DisabilitiesAlgebra is the gateway to college education. Based on a literature review of evidence-based strategies, the current session will provide a framework for effective algebra instruction for secondary students with learning disabilities. Practical ways of implementing these strategies in the classroom will be demonstrated.Jugnu Agrawal, George Mason UniversityLisa Morin, Old Dominion UniversityPromoting Vocabulary Knowledge in Inclusive Science Classrooms: Comparison of Instructional MethodsThis presentation will highlight the findings of a study conducted in secondary science classrooms and compared teacher-led and technology-based vocabulary instruction. Findings suggest these methods can produce similar learning outcomes. From these findings, this presentation will highlight the progression from evidenced-based design to implementation and evaluation of classroom use. Matthew Love, San Jose State UniversityJoseph Morgan, University of Nevada, Las VegasKyle Higgins, University of Nevada, Las VegasTracy Spies, University of Nevada, Las VegasTable 2Using Content Acquisition Podcasts as a Professional Development Delivery SystemThis session discusses the findings of a study that examined the use of content acquisition podcasts (CAPs, Kennedy, 2011) as a tool for providing professional development in a teacher preparation program. Implications for teacher preparation, including resources for developing content acquisition podcasts and areas of future research will be discussed.Rhonda Miller, Coastal Carolina UniversityTeacher Preparation in Evidence-Based Literacy Intervention: The UFLI ModelDespite the prevalence of learning disabilities in reading, most general and special education teachers are ill-equipped to provide evidence-based intervention for students with dyslexia. This session describes two successful approaches to addressing this problem, one for preservice teachers and one for practicing teachers, including evidence of their effectiveness.Holly Lane, University of FloridaTable 3Implementing Intensive Reading Interventions in High School Settings There is a lack of high-quality research examining intensive reading interventions for high school students with reading difficulties and disabilities. We share findings from three studies with this population and discuss the challenges of implementing intensive interventions in high school settings. Kelly J. Williams, Indiana UniversityForming, Storming, and Performing: E-collaborative Writing Groups Novice researchers benefit from writing groups. Members gain experience in writing and publication, supporting their advancement in the field. This panel presentation will focus on the experiences and strategies of members from one writing group. Participants will gain insights in forming and joining collaborative writing groups.Jerae Kelly, University of Maryland, College ParkLydia Gerzel-Short, Northern Illinois UniversityKatrina Hovey, Western Oregon UniversityYan Wei, Southern Connecticut State UniversityTable 4Improving Homework Completion of Students with LD through Technology InterventionsStudents with Learning Disabilities (LD) often have difficulty completing homework assignments, affecting their academic performance. The technology-based interventions, specifically Google Keep application, has the potential to increase their homework completion and turning in the completed assignment. The purpose of poster session is to share the promising futures of Google Keep.Fatmana Deniz, University of Nevada Las VegasSuheyla Sarisahin, University of Nevada Las VegasAbout2Be: Research and Evaluation of a Transition Goal Setting Strategy Researchers will present evidence of effectiveness from the About2Be web-based interactive version of a transition program based on the concept of Possible Selves. The program was developed to help nurture student motivation and academic engagement through alignment of personal goals as learners, workers and persons with academic learning experiences and demands. About2Be is a program developed for college and high school students with learning differences.Morgan James, East Carolina UniversityMichael Hock, University of Kansas4:15 – 5:45PanelsEstablishing a Strong Tier 1 Platform to Support Struggling ReadersEncinoThis session will share a training module for exposing pre-service educators to assistive technology and preparing them to apply the SETT framework to select appropriate assistive technology (AT) for students with specific learning disabilities (SLDs). Participants will be provided resources for training implementation in teacher preparation programs.Elizabeth Swanson, University of Texas at AustinAlicia Stewart, University of Texas at AustinBelievable Assessment Fictions: The Lure of the LoreLantanaGood assessment promotes learning yet, many educators misunderstand testing. We examine concerns and contrast teaching to the test with teaching the test. In each case, except teaching the test, proper testing enhances outcomes. Many misunderstandings of testing results from incomplete knowledge that is widely shared across a community of practice.Frederick J. Brigham- George Mason UniversityStacie Harmer- George Mason UniversityMichele Brigham- Loudoun County Public SchoolsMeet the EditorsVillaModerator: Tiffany Peltier, University of OklahomaMeet the editors of Learning Disability Quarterly, Intervention in School and Clinic, Research to Practice Corner, and LD Forum. Attendees will learn more about the publication process and tips for submitting manuscripts.Diane Bryant, University of Texas at Austin Brian Bryant, University of Texas at AustinJudy Voress, Hammill Institute on DisabilitiesKyle Higgins, University of Nevada, Las VegasRandy Boone, University of Nevada, Las VegasApryl Poch, Duquesne UniversityMargaret Flores, Auburn UniversityRoundtablesMaderoModerator: Teresa Montani, Fairleigh Dickinson UniversityTable 1Research to Practice: Applying Evidence-Based Practices in the ClassroomThere is quite a bit of discussion about best practices in education, but it is not always clear how to do this. Our session will review several evidence-based practices addressed in the research that support students with learning disabilities. Attendees will leave with ideas for how to implement each strategy discussed.Lisa Goran, University of MissouriActivating Support Co-Teachers to Use Research-Based PracticesCo-teachers who assist, observe, or circulate can implement research-based practices in their support role. How to incorporate these practices, such as specific praise and opportunities to respond, is described. The focus is to intentionally transform support co-teachers from passive to active roles that benefit students with and without learning disabilities. Peggy King-Sears, George Mason UniversityMelissa Jenkins, Prince William County Public SchoolsTable 2Comparing Progress Monitoring Schedules in Reading: A Replication StudyCurriculum-based measurement (CBM) allows teachers to monitor student progress and determine need for instructional adaptations. This proposed presentation will report on the results of a replication study evaluating decision-making accuracy and timeliness for different schedules of CBM progress monitoring. Implications and future directions for practice and research will be discussed.Samantha Gesel, University of North Carolina at CharlotteSally Fluhler, Vanderbilt UniversityUsing the Research Base for Effective Reading Fluency InterventionsReading Fluency has been the neglected goal in the reading curriculum despite its importance as a bridge to reading comprehension. This session will share findings from a synthesis as well as single-case design studies that the presenter conducted to examine the effective reading fluency interventions for struggling readers.Min Mize, Winthrop UniversityTable 3Results of an Inferential Reading Comprehension Intervention Using Expository TextThis presentation will provide information and results from a quasi-experimental group study focused on developing advanced reading comprehension skills of culturally and linguistically diverse students with identified learning disabilities. Methods of instruction and teacher and student satisfaction and performance data will be shared. Implications will also be discussed.Nanette Fritschmann, National UniversityAssessing Reading ComprehensionThis session will focus on the important aspects of how reading comprehension is assessed, particularly in the middle grades. Progress monitoring for students with reading disabilities is critical and the information should be used to adjust instruction either in small groups or whole classes. Current and new assessments will be discussed.Lori Severino, Drexel UniversityMary Jean Tecce-DeCarlo, Drexel UniversityAlia Ammar, Drexel UniversityTable 4Process-Driven Math: Support for a College Student with Mathematics DisabilitiesProcess-Driven Math (PDM) was developed to improve mathematical learning for students who are blind, but not braille users. This case study explores the adaptation of PDM for a sighted learner with dyslexia, dyscalculia, and dysgraphia. PDM made mathematics accessible to this student, giving him the tools he needed to succeed. Ann Gulley, Auburn University at MontgomeryDavid Lobello, Auburn University at MontgomeryCanek Moises Luna Phillips, Rice UniversityCari Dunn, Auburn UniversityInvestigating the Mathematics Performance of Students with Comorbid Learning DisabilitiesThis study investigated the performance of students with single, double, or multiple learning disabilities (LD) on the Test of Mathematical Abilities Third Edition (TOMA-3). Significant differences in mean TOMA-3 scores were observed between subgroups and a demographically matched comparison sample without LD. Results indicate comorbid LD negatively impacts math learning.Soyoung Park, University of Texas at AustinNancy Nelson, University of Oregon ................
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