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Related Experiment Videos

History strategy instruction: problem-solution-effect analysis, timeline, and vocabulary instruction

D Kinder1, W Bursuck

  • 1Department of Educational Psychology, Counseling, and Special Education, Northern Illinois University, DeKalb 60115.

Exceptional Children
|February 1, 1993
PubMed
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This study found that a history strategy improved learning for junior high students with behavior disorders. The approach, emphasizing knowledge linkage, led to significant academic gains compared to traditional methods.

Area of Science:

  • Educational Psychology
  • Special Education

Background:

  • Students with behavior disorders often face challenges in academic engagement.
  • Effective instructional strategies are crucial for improving learning outcomes in this population.

Purpose of the Study:

  • To investigate the effectiveness of a history strategy instruction.
  • To determine if emphasizing knowledge linkage benefits junior high students with behavior disorders.

Main Methods:

  • A multiple baseline study design was employed.
  • Intervention involved 24 students and 3 teachers over 3-6 weeks.
  • The strategy included scripted curriculum, note-taking, timelines, vocabulary, and reciprocal questioning.

Main Results:

  • The history strategy was effective for students with behavior disorders.

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  • Immediate and significant improvements in learning were observed.
  • Students showed better performance compared to traditional history instruction.

    • Conclusions:

    • History strategy instruction emphasizing knowledge linkage is effective for junior high students with behavior disorders.
    • This intervention offers a promising approach for improving academic outcomes in special education settings.