For which students with learning disabilities are self-concept interventions effective?

Batya Elbaum, Sharon Vaughn

Research output: Contribution to journalArticle

34 Scopus citations

Abstract

We have previously conducted a meta-analysis of outcomes of school-based interventions aimed at enhancing the self-concept of students with learning disabilities (LD). This study extends the previous findings by analyzing intervention effect sizes in relation to students' levels of self-concept prior to intervention. The results of these analyses indicated that only groups of students with documented low self-concept benefited significantly from intervention. For these students, intervention effects were much larger than the effects previously estimated from aggregations that included groups with wide-ranging or unknown levels of self-concept prior to intervention. These findings underscore the need for researchers and practitioners to identify students for self-concept intervention based on their documented need, rather than assuming a need based on the students' identification as students with LD.

Original languageEnglish (US)
Pages (from-to)101-108
Number of pages8
JournalJournal of learning disabilities
Volume36
Issue number2
DOIs
StatePublished - Jan 1 2003

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions(all)

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