To be successful takes creativity, flexibility, self-control, and discipline. Central to all those are ‘executive functions,’ including mentally playing with ideas, giving a considered rather than an impulsive response, and staying focused. Diverse activities have been shown to improve children’s executive functions – computerized training, non-computerized games, aerobics, martial arts, yoga, mindfulness, and school curricula. Central to all these is repeated practice and constantly challenging executive functions. Children with worse executive functions initially, benefit most; thus early executive-function training may avert widening achievement gaps later. To improve executive functions, focusing narrowly on them may not be as effective as also addressing emotional and social development (as do curricula that improve executive functions) and physical development (shown by positive effects of aerobics, martial arts, and yoga).

https://www.doctorbrunner.com/wp-content/uploads/2011/12/Science-2011-science_interventions_-shown_to_aid.pdf

Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old

On Educational psychology: A cognitive view.

Educating Children with Autism

This article describes the ICAP framework that defines cognitive engagement activities on the basis of students’ overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase. We suggest possible knowledge-change processes that support the ICAP hypothesis and address the limitations and caveats of the hypothesis. In addition, empirical validation for the hypothesis is provided by examining laboratory and classroom studies that focus on three specific engagement activities: note taking, concept mapping and self-explaining. We also consider how ICAP can be used as a tool for explaining discrepant findings, dictate the proper choice of a control condition, and evaluate students’ outputs. Finally, we briefly compare ICAP to existing...

The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes.

The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:
 10.1080/10459881003785506
 ). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research.

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review.

This investigation was intended to examine the effects of teaching middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies. All students were reading significantly below grade level and many students exhibited behavior problems in addition to their primary disability area. Students were randomly assigned to a tutoring or traditional reading instruction condition. Within the tutoring condition, students were matched into tutoring dyads, trained in the tutoring procedures, and taught specific reading comprehension strategies. Reciprocal tutoring was employed, such that students assumed roles of both tutor and tutee during daily reading periods. Performance on reading comprehension tests following tutoring yielded significant performance advantages for students involved in tutoring. Observational, survey, and interview data revealed that students enjoyed tutoring more than their traditional instruction, appeared to see the value and benefits of the tutoring, and wanted to include tutoring as part of their other classes, such as science and social studies. Findings are discussed with respect to the strengths and challenges associated with the use of tutoring to provide strategic instruction to students with special learning needs.

Can Middle School Students with Serious Reading Difficulties Help Each Other and Learn Anything

The purpose of this study was to examine the use of a classwide positive peer reporting intervention known as “tootling” in conjunction with a group contingency procedure to reduce the number of disruptive behaviors in a third-grade inclusive classroom. Nineteen elementary students including four students with disabilities (i.e., specific learning disabilities and/or attention deficit hyperactivity disorder) were taught how to report their classmates’ positive behaviors using the “tootling” intervention. Results indicated that the use of the “tootling” intervention in combination with a group contingency procedure decreased students’ disruptive classroom behaviors, establishing a functional relation. Limitations of the study, implications for using tootling as a classwide positive behavior support, and future research questions are discussed.

Effects of Classwide Positive Peer “Tootling” to Reduce the Disruptive Classroom Behaviors of Elementary Students with and without Disabilities

Science Education for Students with Disabilities: a Review of Recent Research

The purpose of this study was to investigate use of computers and video technologies to teach students to correctly make purchases in a community grocery store using the dollar plus purchasing strategy. Four middle school students diagnosed with intellectual disabilities participated in this study. A multiple probe across participants research design was used to evaluate the effectiveness of the treatment. Results indicated the program was effective at teaching the dollar plus purchasing strategy to three out of four participants and promoted generalization to the natural environment. Finally, limitations of the study, implications for practice, and future research questions are discussed.

Computer-Based Instruction for Purchasing Skills

The purpose of this study was to examine classroom placement, inclusive versus non-inclusive, relative to the academic performance of students with specific learning disabilities in secondary content area classrooms Fifty-seven high school students with learning disabilities were assessed using the Grade Level Short Form of the Multilevel Academic Survey Test (MAST) Their reading and math scores were examined relative to each student's grade level, number of general and special education classes attended, and types of placement (ie, inclusive or non-inclusive setting) The results revealed no statistically significant evidence to indicate that students' academic achievement varied based on inclusive versus non-inclusive placement The only statistically significant differences observed regarded participants enrolled in a general education literature class compared to those participants placed in a special education setting for literature Implications for practice, limitations of the study, and considerations for future research are discussed ********** Recent trends reveal that students with specific learning disabilities (SLD) are increasingly educated in general education classrooms, while the number receiving instruction in resource rooms or separate classes has decreased substantially (Holloway, 2001) Despite the increase in students with disabilities placed in general education settings there is limited research, particularly at the secondary level, to suggest where students with SLD achieve more academically Of the many issues related to the integration or inclusion of students with disabilities into general education classrooms, there is none more important than the effects of placement on students' learning and social relations with classmates (Baker, Wang, & Walberg, 1995) The research literature reviewed for this study was mixed regarding whether academic outcomes for students with disabilities are improved in inclusive classroom settings Previous research suggested that students with SLD in elementary schools achieve more academically in inclusive programs versus non-inclusive programs (Banerji & Dailey, 1995; Waldron & McLeskey, 1998) Other studies suggested that middle school students achieve more academically in inclusive programs (Rea, McLaughlin, & Walther-Thomas, 2002) For example, Rea et al (2002) reported that students with disabilities had higher grades, fewer behavioral infractions, and attended school more often than students educated in non-inclusive programs In contrast, a number of other studies concluded that students with disabilities achieved more in inclusive classroom settings (Baker, et al, 1995; Madden & Slavin, 1983; Carlberg & Kavale, 1980) The only certainty regarding the effects of class placement is that there is no consensus Researchers have drawn vastly different conclusions (Carlberg & Kavale, 1980) such as: (a) Students with severe learning disabilities and emotional and behavioral disorders may achieve more in special classrooms (Carlberg & Kavale, 1980); (b) Students with disabilities may achieve more academically in programs that combine the inclusive model with the resource model as opposed to either model on its own (Holloway, 2001); and (c) Inclusive versus non-inclusive placements produce no differences in the academic achievement of students with disabilities (Affleck, Madge, Adams, & Lavenbraun, 1988; Manset & Semmel, 1997; Waldron & McLeskey, 1998) Another perspective voiced is that the frequently posed question of class placement is the wrong question to consider (Leinhardt & Palloy, 1982; Zigmond, 2003; Hocutt, 1996) Researchers taking this position point out that the evidence is inconclusive on whether students with disabilities achieve more in one instructional setting as opposed to another, and contend that questions regarding class placement for students with disabilities are at odds with a focus on individualized educational planning …

Richard T. Boon

Papers

Can Middle School Students with Serious Reading Difficulties Help Each Other and Learn Anything

Effects of Classwide Positive Peer “Tootling” to Reduce the Disruptive Classroom Behaviors of Elementary Students with and without Disabilities

Science Education for Students with Disabilities: a Review of Recent Research

Computer-Based Instruction for Purchasing Skills

Academic achievement and class placement in high school: Do students with learning disabilities achieve more in one class placement than another?