Academic outcomes for students with learning disabilities in consultation and resource programs.

A. C. Schulte, S. S. Osborne, J. D. McKinney

Research output: Contribution to journalArticle

41 Scopus citations

Abstract

In this study, pretest and posttest achievement test data were collected for 67 children with learning disabilities assigned to one of four conditions: one period of resource room instruction per day; two periods of resource room instruction per day; consultative services combined with in-class instruction; and consultative services to classroom teachers. Analysis of pretest achievement measures indicated that students assigned to two periods of resource room per day differed significantly from the other groups and results from this group were analyzed separately. Students in the remaining three conditions made gains in standing relative to same-age peers from pretest to posttest. Students receiving a combination of consultation and direct services showed small, but significantly greater overall gains in achievement than did students placed in the resource room.

Original languageEnglish (US)
Pages (from-to)162-172
Number of pages11
JournalExceptional children
Volume57
Issue number2
StatePublished - Oct 1 1990

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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