Related Experiment Videos
History strategy instruction: problem-solution-effect analysis, timeline, and vocabulary instruction
1Department of Educational Psychology, Counseling, and Special Education, Northern Illinois University, DeKalb 60115.
Exceptional Children
|February 1, 1993
Summary
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.
- 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.