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Related Experiment Videos

An intervention programme for children with moderate learning difficulties

S J Lamb1, P A Bibby, D J Wood

  • 1Department of Psychology University of Nottingham, UK.

The British Journal of Educational Psychology
|February 2, 1999
PubMed
Summary

This study developed a twelve-week intervention program for children with moderate learning difficulties, enhancing their regulatory skills and improving performance in reading and IQ. The program successfully facilitated skill transfer to new tasks.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology

Background:

  • Children with learning difficulties struggle to generalize learned skills to new contexts.
  • Regulatory skill interventions have proven effective for reading difficulties.
  • This study adapted these principles for broader learning difficulties.

Purpose of the Study:

  • To design and evaluate an intervention program.
  • To facilitate the transfer of learned skills to diverse tasks.
  • To address generalization challenges in children with learning difficulties.

Main Methods:

  • A twelve-week intervention program was implemented for 41 children (13-16 years) with moderate learning difficulties.
  • Children worked in pairs, receiving explicit instruction and strategy modeling from an adult.

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  • Pre- and post-intervention assessments measured strategic behavior and skill generalization.

    • Main Results:

    • Intervention led to gains in regulatory skills.
    • Improvements were observed in other performance measures, including reading and IQ.
    • Evidence of generalized strategic behavior to new situations was noted.

    Conclusions:

    • A short intervention focused on regulatory skills yielded significant improvements for children with moderate learning difficulties.
    • The program effectively promoted skill transfer across various tasks.
    • Findings support the efficacy of targeted regulatory strategy training.