Special Education ETDs
Publication Date
7-21-1975
Abstract
The purposes of this investigation were to compare academic achievement levels in mildly handicapped students before and after intervention by the itinerant resource program, and to try to determine optimal duration of treatment by comparing gains in each of the two treatment phases. Fifty subjects were selected from six elementary schools, in which a resource room teacher also provided itinerant resource services. All resource programs operated under the New Mexico Learning Disability Fail-Save Continuum Project (Title VI Part G).
All subjects were in grades one through six and were identified as learning disabled, according to the guidelines set forth in the New Mexico State Standards for Education (1973). Subjects were at or above measured Intelligence Quotient of 85, either on the Verbal, Performance, or Full Scale Score of an intelligence test, and all subjects met the criteria for acceptance into the Fail-Save Itinerant Resource Program.
Subjects were pretested on the Wide Range Achievement Test (WRAT) to establish academic levels at the beginning of the intervention. After 10-12 weeks of treatment, the WRAT was readministered, and given again after the succeeding treatment period to measure total treatment effect for each treatment phase, as well as overall effect. Gain as a result of treatment was measured using the following formula:
Pretest Score / Months in School X Months in Treatment = Expected Gain
Posttest Score – Pretest Score = Obtained Gain
Obtained Gain – Expected Gain = Treatment Effect
Using the sign test for analysis of the data, Ʒ scores of 4.57 were obtained for reading and arithmetic, which reached significance at the .0001 levels respectively. Spelling gains yielded a Ʒ score of 3.71, establishing significance at the .0002 level. Therefore, it appeared that academic achievement was significantly affected by itinerant resource intervention.
Results emanating from an analysis of the data comparing treatment effect scores between each phase of intervention failed to reach significance when treatment effect scores were compared between Phase I and Phase II. Consequently, it appeared that an optimal treatment duration was not established. However, post hoc analysis of the data using the chi-square test indicated an association between greater target area of reading gains in Phase I and nonretained, third-, fourth-, and fifth-grade students at the .05 level of significance. Consequently, it appeared that an intervention period of 10-12 weeks would have a greater effect on target area reading gains for these students than a more extended ti.me period.
Data from this investigation strongly support itinerant resource intervention as a means of servicing mildly learning-disabled students, and suggest optimal treatment duration for at least one academic area of reading for students who have not been retained and who are in the upper grades.
Document Type
Thesis
Language
English
Degree Name
Special Education
Level of Degree
Masters
Department Name
Special Education
First Committee Member (Chair)
Roger Lee Kroth
Second Committee Member
Glenn Van Etten
Third Committee Member
Richard Lane McDowell
Recommended Citation
Hall, Mary Lou. "An Analysis of the Effects of an Itinerant Resource Program on the Academic Achievement of Learning Disabled Children." (1975). https://digitalrepository.unm.edu/educ_spcd_etds/115
Comments
The UNMUL recognizes that due to its historical nature, this item may include concepts or language that may be biased, harmful, and insensitive surrounding disability.