Effects of a Treatment Package to Facilitate English/Language Arts Learning for Middle School Students with Moderate to Severe Disabilities

• Main Authors: Mims, Pamela J., Lee, Angel, Browder, Diane M., Zakas, Tracie-Lynn, Flynn, Susan
• Format: Others
• Published: Digital Commons @ East Tennessee State University 2012
• Subjects: ELA; individualized education programs; intellectual disabilities; middle school students; moderate to severe disabilities; special education; special needs students; students with disabilities; treatment; Educational Foundations and Special Education; Disability and Equity in Education; Language and Literacy Education; Special Education and Teaching
• Online Access: https://dc.etsu.edu/etsu-works/307; https://dc.etsu.edu/cgi/viewcontent.cgi?article=1307&context=etsu-works

This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehen- sion of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications, and the need for future research are discussed.