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 language | English (US) |
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Pages (from-to) | 101-108 |
Number of pages | 8 |
Journal | Journal of learning disabilities |
Volume | 36 |
Issue number | 2 |
DOIs | |
State | Published - Jan 1 2003 |
ASJC Scopus subject areas
- Health(social science)
- Education
- Health Professions(all)